EFFECTS OF FLIPPED CLASSROOM STRATEGY ON RETENTION ABILITY OF SENIOR SECONDARY SCHOOL STUDENTS’ IN ABSTRACT CONCEPTS IN BIOLOGY IN KWARA STATE, NIGERIA

Abstract

This study examined the effect of Flipped Classroom strategy on retention ability of senior secondary school students’   in abstract concepts in Biology in Kwara State, Nigeria.  The study adopted the pretest-posttest control group, quasi-experimental design. 150 SSII Biology students from two (2) co-educational schools in Irepodun Local Government Areas of Kwara State were randomly assigned to treatment group. The instruments used were Biology Student  Retention Ability  Test (r=0.86),  Teachers Instructional guides on Fieldtrip strategy and lecture method and Evaluation Sheet for Assessing  flipped classroom Strategy  and Evaluation Sheet for Assessing Lecture method. The instruments were validated by two science educators and one expert in measurement and evaluation for both face and content validation.  Two Research Questions and hypotheses guided the study. Descriptive statistics of means and standard deviation were used to answer the research questions and inferential statistics of Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The effect of Flipped Classroom strategy on retention ability of senior secondary school students’ in abstract concepts in Biology in Kwara State, Nigeria was significant  (F_1,149) = 129.650, P> 0.000 ). The results of the study showed that flipped classroom strategy enhanced students’ performance in biology than lecturer method. This implies that flipped classroom strategy enhanced student’s students’ Retention ability in abstract concepts in Biology in Kwara State, Nigeria was significant. Based on the findings of this study, flipped classroom strategy should be adopted for teaching biology in the classroom in order to improve students’ retention ability in abstract concepts in Biology.