Effects of the Flipped Classroom on Academic Achievement and Interest in Senior Secondary School Chemistry in Minna Metropolis

Abstract

The flipped classroom approach has emerged as a practical instructional strategy designed to improve both academic achievement and student interest. In this model, students are introduced to lesson content before class through videos, digital presentations, or structured reading materials, while classroom time is used for discussions, collaborative learning, and problem-solving activities. This study investigated the effects of the flipped classroom on academic achievement and interest in senior secondary school chemistry in Minna Metropolis. The study adopted a quasi-experimental design involving 120 students, randomly assigned to experimental (flipped classroom) and control (conventional method) groups. Pre-test and post-test instruments were used to measure academic achievement and interest, while data were analyzed using descriptive statistics and Analysis of Covariance (ANCOVA). The results indicated that students taught using the flipped classroom achieved significantly higher scores in Chemistry (M = 18.4, SD = 0.9) than those taught using the conventional method (M = 12.7, SD = 0.7), with a mean gain of 6.6 and a statistically significant difference (F = 42.87, p < 0.05, η² = 0.27). Similarly, students’ interest in Chemistry improved substantially under the flipped classroom approach (M = 18.1, SD = 0.9) compared to the conventional method (M = 12.8, SD = 0.7), with a mean gain of 6.6 and a significant effect (F = 39.54, p < 0.05, η² = 0.25). The findings suggest that the flipped classroom enhances both cognitive and affective outcomes in Chemistry, promoting better understanding, engagement, and motivation among students. It is recommended that teachers, administrators, and curriculum planners adopt flipped classroom strategies to improve learning outcomes in secondary school Chemistry.