EFFECT OF FLIPPED CLASSROOM LEARNING ON ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS GENETICS IN PANKSHIN LOCAL GOVERNMENT AREA, PLATEAU STATE, NIGERIA

This study investigated the effect of flipped classroom learning on academic achievement of senior secondary students in genetics in Pankshin, Plateau State. The quasi-experimental, non-equivalent pre-test, post-test control group design was adopted. The target population consisted of 1224 SS II Biology students across 13 Public Senior Secondary Schools in the study area. A purposive sampling technique was used to sample 78 students within two intact classes. The experimental and control had 38 and 40 students respectively. Data were collected using the Genetic Concepts Achievement Test (GCAT), validated by experts and tested for reliability at 0.71 through the Kuder-Richardson 21 formula. Three research questions were raised and two null hypotheses were tested at a 0.05 level. Findings showed a significant difference at posttest in favour of the experimental group. The results further indicated that the Flipped Classroom strategy is gender-neutral, as no significant difference was found between male and female achievement scores. The study concluded that the Flipped Classroom Model (FCM) is significantly more effective than the conventional lecture method in improving students' academic achievement in Genetics (p < 0.05%). The study recommended the Plateau State Ministry of Education organizes workshops to train Biology teachers on the adoption of the Flipped Classroom Model to enhance learning.