EFFECTS OF FLIPPED CLASSROOM STRATEGY ON UPPER BASIC SOCIALSTUDIES STUDENTS’ ACADEMIC PERFORMANCE IN ILORIN, NIGERIA

Abstract

This study investigated the effects of the flipped classroom instructional strategy on theacademic performance of Upper Basic Social Studies students in Ilorin, Kwara State,Nigeria. The study adopted a quasi-experimental, non-equivalent pre-test and post-testcontrol group design. The sample comprised 102 JSS II students (Experimental groupn=35; Control group n=67) purposively selected from two public secondary schools. Theexperimental group was taught selected Social Studies concepts using the flippedclassroom strategy, in which instructional content was delivered through pre-loaded videoor pre-class digital materials that served as the instrument, while classroom periods weredevoted to interactive discussions and collaborative activities. The control group wastaught using the conventional lecture method. Data were collected using the Social StudiesPerformance Test (SSPT). Data were collected using the Social Studies Performance Test(SSPT), validated with a reliability coefficient of 0.78. Analysis of Covariance (ANCOVA)and t-test were used for data analysis at a 0.05 level of significance. The findings revealedthat students exposed to the flipped classroom strategy performed significantly better thanthose taught using the traditional method (F = 41.04, p < 0.05). Furthermore, gender wasnot found to have a significant influence on students’ performance in the flipped classroomenvironment (t = 0.54, p > 0.05). The study concluded that flipped learning is an effectivelearner-centred approach and recommended that school authorities provide digitalinfrastructure to support the integration of flipped instructional packages in Social Studies.