Flip Classroom Instructional Strategy on Senior Secondary School Students’ Achievement in Mathematics in Ogbia Local Government Area of Bayelsa State, Nigeria

Flip Classroom Instructional Strategy on Senior Secondary School Students’ Achievement in Mathematics in Ogbia Local Government Area of Bayelsa State, Nigeria

^*Ejiofor-Chima, Ngozi Ann (PhD) & Dr. Bolouembeledo Fekumo

Department of Science Education, Federal University Otuoke, Bayelsa State, Nigeria

*Correspondent Author

DOI: https://doi.org/10.51244/IJRSI.2025.12040010

Received: 22 February 2025; Review 21 March 2025; Accepted: 24 March 2025; Published: 28 April 2025

ABSTRACT

The study explored the impact of the Flipped Classroom Instructional Strategy on the achievement of secondary school students in mathematics. It used a quasi-experimental design, guided by two research questions and two hypotheses. The study’s population consisted of 4,690 Senior Secondary School 1 (SS1) students, and a sample of 182 students was selected from their intact classes. For the experimental group, a specially designed Flipped Classroom instructional package (FCIP) on construction and mensuration, in audio-video format, was sent to students via WhatsApp. The control group was taught using the traditional lecture method with a standard lesson plan. The Mathematics Achievement Test (MAT) was used as the data collection instrument. Descriptive statistics, including mean and standard deviation, were used to answer the research questions, while the hypotheses were tested using ANOVA at a 0.05 significance level. ANCOVA was also applied to account for individual differences in the covariates due to the intact classes. The findings showed that students taught using the Flipped Classroom strategy significantly improved their achievement, and the strategy was found to be equally effective for both male and female students. Based on these results, it was recommended that mathematics teachers adopt the Flipped Classroom method to enhance academic performance and reduce gender disparities in learning.

Keywords: Flip classroom Instructional Strategy, Academic Achievement, Gender.

INTRODUCTION

Mathematics, without a question, remains one of the most useful subjects for all disciplines and human pursuits. It is a major subject that applies to many aspects of life. Everyone in society uses mathematics on a daily basis, even market men and women. Mathematics plays an important part in all aspects of human development, which cannot be overemphasized. Mathematics is the foundation of all innovations in technology. Its impact is so widespread that no branch of science, technology, or industry could survive without it. In today’s technology age, significant progress cannot be achieved in the absent of a strong understanding of mathematics.

The significance of learning mathematical knowledge has grown globally, as it plays an important role in everyone’s life (Mensah, Okyere, & Kuranchie, 2013). Mathematics is essential for developing and preserving human well-being since it helps solve real-world problems (Unodiaku, 2013). According to Nigeria’s national education policy, mathematics is a key subject in both primary and secondary education.

Despite its relevance and popularity among Nigerian students, it is sad to observe that pupils’ performance in mathematics has constantly remained low. Researchers continue to be concerned about the difficulties associated with learning mathematics. This issue is highlighted by the continued low mathematics test scores (Unodiaku, 2012). Efforts to redress this perpetual problem, researchers such as Igwe and Ikatule (2011), and Enu, Agyman, and Nkum (2015) have identified various factors, including insufficient teaching resources, negative attitudes toward the subject, and ineffective teaching methods. Pedagogy seems to seem to be the most prominent factor responsible for low achievement in Mathematics. In general, traditional mathematics instruction begins by describing the topic, reminding students of their previous knowledge, correcting homework, and then completing examples on the board. Learning via such a teaching technique causes students to become passive learners, resulting in restricted mathematical understanding.

Teachers who teach mathematics must use methodologies for teaching that enhance student performance. According to Okoyefi and Nzewi (2013), students perform better when they are exposed to strategies that pique their attention throughout class. This emphasises the need for new techniques to teaching mathematics, making it critical to investigate creative teaching methods. One such technique is the Flipped Classroom Instructional Strategy. In a flipped classroom, classwork and homework are reversed. According to Du, Fu, and Wang (2014), the flipped classroom concept is an inversion of the traditional teaching technique. Charles-Ogan and Williams (2015) further reinforce this idea, describing it as a technique in which homework is accomplished in class and classwork is completed at home. The flipped classroom method of teaching flips traditional teaching by employing educational videos at home and interactive activities like group work and discussions in the classroom.

In this model, teachers create materials such as CDs, audio files, or printed resources, which students review on devices like smartphones, tablets, or DVD players before coming to class (Bergman, Overmyer & Wilie, 2013). According to Glynn (2013), this approach boosts engagement, enhances understanding and retention, offers personalized support, and allows more time for critical thinking and problem-solving in class.

Today, nations including Nigeria, require math teachers to equip students to handle real-world problems and apply arithmetic successfully in everyday life. The flipped classroom encourages students’ interest in arithmetic by allowing them to use electronic devices and innovative images, thereby overcoming math phobia. As a result, the purpose of this study was to determine whether the use of a Flip Classroom Instructional Strategy will improve mathematics learning in Senior Secondary Schools.

The topic of gender has been a major focus for Nigerian mathematics instructors, particularly with the increased emphasis on gender equality in the educational system. Gender is important in the education system because it influences pupils’ academic achievement. Several research have looked into how gender affects academic achievement, but there has been no clear result. Gender refers to the features that distinguish entities primarily on their reproductive roles, whether male or female. It is commonly assumed that male students comprehend mathematical concepts more successful than female students (Abubakar & Uboh, 2010). According to Amoo and Onasanya (2010), gender is defined as the social roles allocated to men and women in a given community, where it is commonly assumed that male children are better suited to doing difficult activities.

However, a review of existing research reveals inconsistent findings about the influence of gender on students’ mathematical performance. For example, research by Olosunde and Olaleye (2010) and Madu and Hogan (2010) discovered that male students consistently outperformed female students in mathematics across all school levels. In contrast, Achor, Imoko, and Ajai (2010) and Usman and Nwoye (2010) found no significant variation in the mathematical abilities of male and female students. Gender disparities in Mathematics appear to be inconclusive, requiring further investigation in the current research to support the assertions made by other researchers. The researcher believes that the Flip Classroom Instructional Strategy has the potential to bridge the achievement gap between men and women in mathematics.

Statement of the Problem

A large percentage of students in Nigerian secondary schools perceive Mathematics as complex and abstract, most likely because they struggle to understand and recall the Mathematics presented during instruction by their teacher. Researchers such as Enu, Agyman and Nkum (2015) identified that how well students retain Mathematics concepts taught can be traced back to teaching methods used. Many of Mathematics classrooms are still dominated by instructors’ “chalk and talk” and students’ hasty note-taking without in-depth understanding of concept learned resulting to students’ low achievement on the subject.

Olasunkanmi and Oyarinde (2024) argue that the flipped classroom improves math achievement by promoting active, personalized learning both at home and in class. The flipped classroom helps students think critically, learn faster, and use class time to address confusion and ask questions. In today’s tech era, where children are immersed in electronic gadgets, learning will be more effective if it aligns with their interests.

The use of Flip classroom will help arose students’ interest in the learning of mathematics because they will learn at their pace, use recent technology along with graphic features. Therefore, this study was to find out if the use of Flip Classroom Instructional Strategy enhanced Senior Secondary Schools students achievement in Mathematics irrespective of gender.

Purpose of the Study

The purpose of this study was to find out the effectiveness of Flip Classroom Instructional Strategy on Students’ Achievement when used to teach Mathematics. Specifically the study determines:

1. If secondary school students improved upon their achievement in Mathematics due to the use of Flip Classroom Instructional Strategy.
2. The mean achievement different between male and female secondary school students taught Mathematics using Flip Classroom Instructional Strategy.

Research Questions

The following research questions guided the study.

1. What are the mean achievement scores of secondary school students taught Mathematics using Flip Classroom Instructional Strategy and those taught without Flip Classroom Instructional Strategy?.
2. What is the mean difference in achievement scores between male and female secondary school students taught Mathematics using Flip Classroom Instructional Strategy?

Hypotheses

The following research hypotheses formulated were tested at 0.05 level of significance.

1. There is no significant difference between the mean achievement scores of secondary school students taught Mathematics using Flip Classroom Instructional Strategy and those taught using lecture method.
2. There is no significant difference between the mean achievement scores of male and female secondary school students taught Mathematics using Flip Classroom Instructional Strategy.

METHODOLOGY

The study adopted quasi-experimental design. Precisely, it used a non-randomized pre-test post-test control group design. The target population of the study comprises of 34 public Senior Secondary Schools in Ogbia Local Government Area of Bayelsa State with a total of 4,690 Senior Secondary School One (SSS I) students (Ministry of Education, 2023). The sample size of this study was 182 out of 4,690 students in their intact classes from two Secondary Schools in the Local Government Area. The sample consists of both male and female students in the control and experimental groups in their intact classes. To obtain this sample, multistage sampling procedure was used. Simple random sampling techniques was used for the selection of the schools and in assigning schools for both experimental and control groups; as school A with a total number of 90 students was used as experimental group while school B with a total number of 92 students was used as the control group and classes were used in their intact nature. In all a total number of 44 male students and 46 female students were used. The Flip Classroom Instructional Package (FCIP) used for the teaching was a well-designed audio video lesson package with graphics on construction and mensuration. The lesson package (FCIP) was sent to students/parents whatsApp number via whatsApp group formed by the teacher for study at home. At the lesson time the teacher uses it for problem solving, questioning and intensive interaction with the students for better explanation that eliminate every confusion and misconceptions. Based on the topic taught a Mathematics Achievement Test (MAT) was developed as an instrument for data collection from exercises and worked examples in Mathematics Association of Nigeria mathematics textbook for SS I and that of New General Mathematics for SS I to determine students achievement level.

Validity of the Instrument: The MAT adapted was given to two mathematics educators and one measurement and evaluation expert to ascertain the content validity.

Reliability of the Instrument: A trial test was done with 40 Senior Secondary School one (SSS I) students who were not part of the sample using the pre Mathematics Achievement Test (pre-MAT). Internal consistency of the MAT was measured using Kuder-Richardson formula (K-R₂₀). The internal consistency reliability coefficient was calculated to be 0.73.

Method of Data Collection: Two Lesson plans were prepared from the content within the scope of the study; with the help of two research assistants the students grouped into experimental and control groups. The students in the experimental group were taught using flipped classroom instruction package (FCIP) while those in the control group were taught without flipped classroom instruction strategy, normal lecture method was used.

Pre-MAT was used to establish the students’ baseline knowledge and their areas of difficulties was administered before the experimental group was taught using flipped classroom instruction package (FCIP) and the control group without flipped classroom instruction strategy. The test was based on mathematics topics in the two schools as part of the terms’ work from Senior Secondary School one (SSS I) scheme of work in mathematics. To determine how the students comprehend these mathematics topics, at the end of the one week, a Post-MAT was administered to the two groups. To control Hawthorne effect, research assistants where used and intact classes were also used.

Method of Data Analyses: Data collected were analyzed using descriptive and inferential statistic. Research questions were answered using mean and standard deviation. The research hypotheses were tested using Analysis of Covariance (ANCOVA) at 0.05 level of significance. ANCOVA was used because of the pre-test as the covariate. It also removes bias that may have occurred as a result of using intact classes as well as allows questioning the nature of treatment effects after vital main effects of covariates have been obtained.

RESULTS PRESENTATION

Research Question 1

What are the mean achievement scores of secondary school students taught Mathematics using Flip Classroom Instructional Strategy and those taught without Flip Classroom Instructional Strategy?

Table 1: Mean Achievement Scores and Standard Deviation Of Senior Secondary School One (Sss I) Students In Experimental And Control Groups.

Groups	N	Pre-MAT		Post-MAT
		Mean	SD	Mean	SD
Experimental	90	9.42	2.80	16.11	2.21
Control	92	9.54	2.41	12.74	2.25
Mean Difference		0.12		3.37
Total	182

From Table 1, showed that in the Pre-MAT, the experimental group had a mean of 9.42 in the achievement score with a standard deviation of 2.80, while the control group had a mean of 9.54 in the achievement score with a standard deviation of 2.41. Their mean difference is 0.12. The Table also shows that in the Post-MAT, the experimental group had a mean of 16.11 achievement score with a standard deviation of 2.21, while the control group had a mean of 12.74 achievement score with a standard deviation of 2.25. Based on the mean achievement scores of students of the two groups, a mean difference of 3.37 was recorded.

Research Hypothesis 1

There is no significant difference between the mean achievement scores of secondary school one students taught Mathematics using Flip Classroom Instructional Strategy and those taught without Flip Classroom Instructional Strategy.

Table 2: Analysis of Covariance Result Of Senior Secondary School One (Sss I) Students In Experimental And Control Groups In Mathematics Achievement Test

Source of Variance	Type III Sum of Squares	Df	Mean Square	F	Sig.	Partial Eta Squared
Corrected Model	1077.732a	2	538.866	286.921	.000	.762
Intercept	810.114	1	810.114	431.348	.000	.707
PRETESTSCORES	560.448	1	560.448	298.413	.000	.625
GROUPS	537.844	1	537.844	286.377	.000	.615
Error	336.180	179	1.878
Total	39188.000	182
Corrected Total	1413.912	181

R Squared = .762 (Adjusted R Squared = .760)

Table 2 indicates a significant difference in mean achievement scores between experimental and control groups for secondary school students who were taught Mathematics (P = 0.00 < 0.05). Hence, the null hypothesis  is rejected. This meant that the experimental group outperformed the control group in terms of mean achievement scores.

Research Question 2

What are the mean difference in achievement scores between male and female secondary school students taught Mathematics using Flip Classroom Instructional Strategy?

Table 3:  Mean Achievement Scores And Standard Deviation Of Male And Female Senior Secondary School One (Sss I) Students In The Experimental Group.

Gender	N	Pre-MAT		Post-MAT
		Mean	SD	Mean	SD
Male	44	9.82	2.95	16.50	1.68
Female	46	9.04	2.62	15.74	2.59
Mean Difference		0.78		0.76
Total	90

Table 3 shows that in the pre-MAT, the male students in the experimental group had a mean of 9.82 achievement score with a standard deviation of 2.95, while, the female students had 9.04 achievement mean score with a standard deviation of 2.62. Their mean difference is 0.78. In the post-MAT, the male students in the experimental group had 16.50 mean achievement score and a standard deviation of 1.68, while the female students had 15.74 mean achievement score and 2.95 standard deviation. Their mean difference is 0.76.

Research Hypothesis 2

There is no significant difference between the mean achievement scores of male and female secondary school students taught Mathematics using Flip Classroom Instructional Strategy.

Table 4: Ancova Results Of Senior Secondary School One (Sss I) Male and Female Students In Experimental Group In Mathematics Achievement Test

Source of Variance	Type III Sum of Squares	Df	Mean Square	F	Sig.	Partial Eta Squared
Corrected Model	261.663a	2	130.832	65.708	.000	.602
Intercept	761.037	1	761.037	382.220	.000	.815
PRETGENDERSCORES	248.644	1	248.644	124.878	.000	.589
GENDER	1.549	1	1.549	.778	.380	.009
Error	173.226	87	1.991
Total	23796.000	90
Corrected Total	434.889	89

R Squared = .602 (Adjusted R Squared = .593

Table 4 reveals that the mean achievement scores of male and female secondary school one students taught mathematics in the group being tested are P = 0.380, which is greater than the 0.05 level of significance. The null hypothesis is not rejected. This means that there is no substantial difference in achievement in mathematics between male and female secondary school one students.

DISCUSSION OF FINDINGS

Discussion of Findings

The results indicate that secondary school students showed improvement in their mathematics performance due to the use of the Flipped Classroom Instructional Strategy during this study. This improvement may be because the students were actively engaged—cognitively, physically, and emotionally—which likely contributed to their positive achievement in mathematics.

The hypothesis test suggests a significant difference between the students taught using the Flipped Classroom Instructional Strategy and those taught without it, in terms of their mathematics achievement. This aligns with studies by Ezenwabachili and Okoli (2021), and Aneshie-Otakpa and Andor (2021), who also found that the Flipped Classroom Instructional Strategy enhances mathematics performance. This improvement may be because the strategy helps deepen and strengthen students’ understanding of mathematics.

Additionally, there was an improvement in the achievement of male and female secondary school one students mathematics having being taught and administered a post-test. However, the females performed better than the males. As a consequence, the post-test bridged the gender difference among secondary school one students. However, the hypothesis test demonstrates no significant difference in achievement between male and female secondary school one students who were taught Mathematics utilizing the Flip Classroom Instructional Strategy. This finding is consistent with Egara and Mosimege’s (2024) conclusion that the achievement and interest scores of male and female students who received mathematics teaching utilizing a flipped classroom approach were equal.

These findings portray the situation in secondary schools, where the mathematics teacher do not use effective methods in teaching mathematics to their students. Rather, they are tied to the lecture method. Flip Classroom Instructional Strategy stimulate the acquisition of both manipulative and cognitive skills of the students when properly used.

The implication of these findings is that, if mathematics teachers could employ the use of Flip Classroom Instructional Strategy, it would make the students active participants in the teaching and learning process, which could improve their level of achievement. Both male and female students will equally achieve higher in the subject. This shows that students’ achievement depend on method of instruction in use.

CONCLUSION

In conclusion, using the Flipped Classroom Instructional Strategy in teaching mathematics led to a significant improvement in students’ achievement, regardless of gender. In other words, this approach to teaching enhanced learning and boosted performance for all students, whether male or female.

RECOMMENDATION

Taking into account the findings of this study, the following recommendations have been made:

1. Mathematics teachers should use Flip Classroom Instructional Strategy in their various Mathematics teachings in other to enhance students’ understanding of Mathematics concepts leading to higher achievement in their examinations.
2. Mathematics teachers should expose to both male and female students same opportunity to explore Flip Classroom Instructional Strategy in their mathematics teaching. As such, both male and female students will improve in their Mathematics achievement.

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