Published Article

ABSTRACT

This study examined the effectiveness of the flipped classroom instructional strategy on students’ academic performance in Basic Science in Rivers State. A quasi-experimental non-equivalent control group design was adopted, involving an experimental group taught with flipped classroom activities and a control group taught with the conventional lecture method. Pre-test results showed comparable baseline performance between both groups, while post-test results indicated a marked improvement in the experimental group, reflected by higher mean scores, reduced variability, and statistically significant ANCOVA results at p < .05. The analysis further revealed a meaningful effect size, demonstrating that the flipped strategy produced practical gains beyond statistical significance. Gender did not significantly moderate the effect, indicating that the approach benefits both male and female students similarly. These findings imply that integrating pre-class digital materials with collaborative in-class activities enhances students’ understanding of Basic Science concepts more effectively than traditional instruction. The study recommends that Basic Science teachers adopt the flipped classroom model to promote active learning and improve achievement. Schools should also provide minimal ICT facilities and training for teachers to effectively implement learner-centred instructional innovations. Researchers are encouraged to extend the study to other subjects and grade levels to strengthen generalizability.

KEYWORDS: Academic performance, flipped classroom, learning, basic science