EFFECT OF FLIPPED CLASSROOM INSTRUCTIONAL STRATEGY ON STUDENTS' ACADEMIC ACHIEVEMENT AND INTEREST IN BIOLOGY IN SECONDARY SCHOOLS IN NNEWI EDUCATION ZONE
DOI:
https://doi.org/10.5281/zenodo.21580415Keywords:
Flipped Classroom, Instructional Strategy, Academic Achievement, Interest, Biology, GenderAbstract
This study examined the effect of flipped classroom instructional strategy on the academic achievement and interest of secondary school Biology students in Nnewi Education Zone, Anambra State, with gender as a moderating variable. Six research questions and six matching null hypotheses guided the inquiry. A quasi-experimental design involving a pre-test and post-test non-equivalent control group was adopted, since the intact class structure of the sampled schools made full randomisation impossible. The population consisted of 1,322 Senior Secondary School Two Biology students in Ekwusigo Local Government Area. Through multistage sampling, 147 students, comprising 77 in the experimental group and 70 in the control group, were drawn from three schools. Two instruments were used for data collection: the Biology Achievement Test and the Students' Interest in Biology Questionnaire, both validated by experts and found reliable at 0.82 through Kuder-Richardson Formula 20 and Cronbach's Alpha, respectively. Mean and standard deviation answered the research questions, while Analysis of Covariance tested the hypotheses at 0.05 level of significance. Findings revealed that students taught with the flipped classroom strategy achieved higher scores and expressed greater interest than those taught with the conventional lecture method, and that gender neither influenced these outcomes nor interacted with the teaching strategies. Biology teachers are encouraged to adopt the strategy in their classrooms.
References
Adebayo, O., & Ogunleye, F. (2022). Effect of flipped classroom strategy on students' interest and academic achievement in Chemistry in selected secondary schools in Lagos State. African Journal of Educational Research, 27(3), 112-126.
Adewale, J. G. (2021). Assessment of students' interest and academic performance in science subjects in secondary schools. Journal of Science Education, 15(2), 45–58.Akingbemisilu, A. A. (2017). Effects of animation and video-based flipped classroom strategies on pre-degree students' learning outcomes in practical biology in Southwestern Nigeria (Unpublished doctoral thesis). University of Ibadan.
Bates, A., & Poole, G. (2022). Learning in the digital age: A comprehensive guide to flipped classrooms and active learning. Educational Publishers.
Bello, M. A., & Aliyu, A. U. (2022). Gender differences in students' achievement in Biology using technology-enhanced learning strategies in Kaduna State, Nigeria. Journal of Science Education and Practice, 10(1), 78-89.Bichi, A. A., Ibrahim, F. B., & Ibrahim, R. H. (2019). Assessment of students' performance in biology: Implications for measurements and evaluation of learning. Journal of Education and Learning (EduLearn), 13(3), 301–308.
Bishop, J., & Verleger, M. (2019). The flipped classroom: A survey of the research. ASEE Annual Conference and Exposition, 1–16.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative and mixed methods approaches (5th ed.). Sage Publications.
Ekineh, D., & Adolphus, T. (2019). Influence of gender on students' performance in biology when taught reproduction using collaborative strategy in secondary schools in Rivers State. Rivers State University Journal of Education, 22(1–2), 62–73.
Emeka, N. C., & Nwankwo, C. A. (2023). Influence of instructional strategies on students' interest and achievement in Biology in secondary schools. International Journal of Educational Research, 18(1), 102–115.
Eseine-Aloja, C. E. (2021). Effects of gender on the academic performance of public school biology students participating in school organised extra-mural classes. Sapientia Foundation Journal of Education, Sciences and Gender Studies, 3(1), 337–349.
Federal Republic of Nigeria. (2014). National policy on education (6th ed.). Nigerian Educational Research and Development Council.
Hafeez, M. (2021). Systematic review on modern learning approaches, critical thinking skills and students learning outcomes. Indonesian Journal of Educational Research and Review, 4(1).
Hussain, M. I., Preetha, R., Naik, M. S., & Panaskar, H. C. (2023). Assessing the effectiveness of flipped classroom strategy on student performance. European Chemical Bulletin, 4.
Jibrin, A. G., Mohammed, I., & Zayum, S. D. (2020). Effect of cooperative learning instructional strategy on the academic performance of male and female senior secondary school biology students in Bauchi Metropolis. Journal of Information, Education, Science and Technology (JIEST).
Kollarou, A. (2025). Learning life digitally: Pedagogical opportunities and challenges in biology teaching with ICT. International Journal of Education and Development using Information and Communication Technology, 21(3).
Lee, M., & Lasky, R. (2019). The role of the teacher in flipped classrooms: Facilitating interaction and engagement. International Journal of Educational Technology, 30(2), 25–42.
Martin, F., & Arendale, D. (2021). Active learning strategies in higher education. Routledge.
Minghong, B., Zhao, Z., Yang, J., & Wang, Y. (2019). Comparison of case-based learning and traditional method in teaching postgraduate students of medical oncology. Medical Teacher, 41(10), 1124–1128.
Nworgu, L. N. & Eze, P. I. (2021). Effect of flipped classroom instructional strategy on students' achievement and retention in Biology in Enugu State, Nigeria. International Journal of Education and Evaluation, 7(2), 45–56.
Okeke, A. M., & Nnamani, O. (2021). Effect of flipped classroom instructional strategy on students' interest and academic achievement in biology among secondary school students in Enugu State. South Eastern Journal of Research and Sustainable Development, 5(1), 42–58.
Okeke, O. E., Uche, J. C., Nwafor, P. I., & Chukwu, N. A. (2022). Effect of flipped classroom strategy on academic achievement of senior secondary school Biology students in Anambra State. Journal of Science Education and Instruction, 8(1), 58–72.
Okoye, P., & Onwuachu, W. C. (2018). Influence of classroom interaction patterns on achievement in Biology among Senior Secondary School Students. International Journal of Science and Technology, 7(1), 72–80.
Owolabi, O., Babatunde, A. T., & Gambari, A. I. (2019). Effect of computer animation instructional package on secondary school students' achievement in biology in Niger State. Nigeria Journal of Science, Technology, Mathematics and Education, 15(1), 240–246.
Saira, N. Z., & Hafeez, M. (2021). A critical review of discussion and traditional teaching methods. Psychology and Education Journal, 58(1), 1871–1886.
Sax, L. J., Lehman, K. J., Jacobs, J. A., Kanny, M. A., Lim, T. A., Monje-Paulson, L., & Blaney, J. M. (2020). Anatomy of an enduring gender gap: The evolution of women's participation in computer science and other STEM fields. Research in Higher Education, 61(2), 258–293.
Smith, D., & Johnson, T. (2020). Exploring the flipped classroom: Pedagogical shifts and student engagement. Journal of Educational Research, 15(4), 55–68.
Taylor, C., & Russell, J. (2024). Student achievement in flipped classrooms: A meta-analysis of the evidence. Journal of Educational Psychology, 115(3), 245–260.
Umar, H. M., Fugu, Y. A., & Atiju, H. M. (2018). Examined the predictors of academic performance in biology among public secondary school students in Kwara State, Nigeria. International Journal of Education and Research, 6(12), 79–90.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, M. T. L., Degol, J., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children's academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Amuche Martina Okafor, Prof. Josephine Nwanneka Okoli (Author)
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
