Faculty: Education
Department: Science Education


Enekwechi, E. E.
Okeke, S. O. C.


This study investigated the effect of Flipped Classroom Instruction (FCI) on students’ interest, participation and academic achievement in chemistry, as well as how its effect varies across gender. Six research questions guided the study and nine hypotheses were tested. A quasi-experimental, non-equivalent control group design was utilized in the investigation. The population consist of 1821 senior secondary two (SS2) chemistry students in all 61 public secondary schools in Awka Education Zone of Anambra state for the 2016/2017 academic session. A sample of 124 students from four single sex (two males and two females) schools were purposively selected. Chemistry Personal Interest Questionnaire (CPIQ), Learner’s Participation Questionnaire (LPQ) and chemistry Achievement Test (CAT) were the instruments used for data collection. These instruments were validated by three experts and tested for reliability. Cronbach alpha was used to establish the reliability of CPIQ and LPQ which yielded reliability indices of 0.9 and 0.9 respectively. Pearson Correlation Coefficient was used to establish the reliability of CAT and yielded a reliability index of 0.89. Mean was used to answer the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings of the study showed a significant effect of FCI on students’ interest, participation and academic achievement in chemistry. The findings also indicated that both male and female students’ interest, participation and academic achievement were enhanced with the use of FCI. Furthermore, there was no significant interaction between teaching approach and gender on chemistry students’ participation and academic achievement, but there was an interaction in the case of students’ interest. Since the present result (academic achievement) agrees with the earlier findings in other countries, it implies that the use of FCI does not discriminate among location and subject. Implications of the findings were highlighted. The study recommended that classroom teachers should use FCI to make more time available for in-class active learning and implement active approaches to promote students ownership of the learning process.

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