EFFECTS OF FLIPPED CLASSROOM ON STUDENTS ACADEMIC ACHIEVEMENT IN GEOGRAPHY IN ABIA STATE

By O. B. Aina, A. O. Ovute & I. O. Eluwa

Abstract: The study investigated the effects of Flipped Classroom on Students’ Academic Achievement in Geography in Abia State. The study was guided by two research questions and two hypotheses. A quasi-experimental research design was adopted for the study. The population of the study comprised 1,883 Senior Secondary III (SS3) students offering Geography in Abia State, from which a sample of 64 SS3 Geography students was selected using a multistage sampling procedure. Urban Land Use Map Reading Geography Achievement Test (ULMGAT) was instrument for data collection. The reliability of ULMGAT was established using the Kuder-Richardson 20 (KR-20), which yielded a reliability coefficient of 0.88. Data collected were analysed using mean, standard deviation and ANCOVA for research questions and hypotheses. The finding revealed that students taught using the Flipped Classroom Method recorded the highest achievement, than students taught using the Lecture Method, with a statistically significant difference among the groups. No significant difference was found between male and female students’ achievement that was taught using the Flipped Classroom Method. The study concluded that Flipped Classroom Method was the most effective instructional approach for teaching map reading than Lecture Method. It was therefore recommended that Geography teachers should incorporate Flipped Classroom approaches more extensively in teaching Map Reading to promote active participation, practical learning and improved learning outcomes among students.
Keywords: Map Reading, Flipped Classroom and Geography Achievement