Effect of Flipped Classroom Instructional Model on Students’ Achievement in Biology among Secondary Schools in Bayelsa State

Abstract

This study examined the effect of the flipped classroom instructional model on students’ achievement in biology concepts among secondary schools in Bayelsa State. The "quasi-experimental non-equivalent, non-randomised, pre-test, posttest control design was adopted.” One hundred and fifty-nine SSS 2 students from four purposively selected public schools in Bayelsa West Senatorial District were assigned to the experimental group (n = 83) and control group (n = 76). The study lasted for six weeks. This study used three instruments: two instructional guides and the "Biology Achievement Test (BAT)." The BAT had a reliability of 0.75 using Kuder Richardson Formula 21 (KR – 21). Data was analysed using mean and standard deviation for the two research questions and Analysis of Covariance (ANCOVA) for the two null hypotheses. The findings revealed that the students taught the biology concept using the flipped instructional model outperformed their counterparts taught the same concept using the modified lecture method, and there was no significant gender difference in achievement. It was recommended that the flipped classroom strategy be adopted for teaching biology.