EFFECT OF FLIPPED-CLASSROOM STRATEGY ON PERFORMANCE OFSENIOR SECONDARY SCHOOL STUDENTS IN INORGANIC CHEMISTRY,MAKURDI METROPOLIS, BENUE STATE, NIGERIA

Abstract

This study investigated the effect of the flipped-classroom strategy on Senior Secondary School students'
academic performance in Inorganic Chemistry in Makurdi Metropolis, Benue State, Nigeria. Two objectives,
questions and null hypotheses guided the study. A quasi-experimental pretest-posttest non-equivalent control
group design was adopted. The population comprised 1,754 SS II Chemistry students, from which a sample of
116 students (66 males, 50 females) was drawn from two purposively selected schools. Data were collected using
the Inorganic Chemistry Performance Test (ICPT), validated by experts and yielding a reliability coefficient of r
= .733 via Pearson Product-Moment Correlation. Descriptive statistics (mean and standard deviation) were used
to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at a
0.05 level of significance using SPSS version 24. Findings revealed that students taught using the flippedclassroom strategy performed significantly better in Inorganic Chemistry than those taught using the conventional
method. The findings further revealed no statistically significant gender difference in academic performance
among students exposed to the flipped-classroom strategy, indicating that the approach was equally effective for
both male and female students. The study concluded that the flipped classroom strategy enhances students'
academic performance in Inorganic Chemistry more effectively than the conventional method. It is recommended
that Chemistry teachers adopt the flipped classroom strategy to promote active learning and improve student
outcomes.