Effect of Flipped Education on Students’ Academic Achievement in Biology

Abstract

The study investigated the Effect of Flipped Education (FE) on Senior Secondary Two (SS II) Students’ Achievement in Biology. The study adopted a quasi experiment of the pre-test post-test non-equivalent control group design. The population was 856 SS II students in all the 61 public secondary schools in Onueke education zone of Ebonyi state. The sample of the study comprised of 155 SS II students of the intact classes of four randomly sampled schools from two Local Government Areas in the zone. Two schools were assigned to experimental group and two schools were assigned to control group. The experimental group was taught biology using FE while the control group was taught using conventional method. Three research questions and three null hypotheses guided the study. A Biology Achievement Test (BAT) was the instrument used for data collection. The data were analysed using mean, standard deviation and analysis of co-variance (ANCOVA). Research questions were answered using mean and standard deviation while hypotheses were tested using ANCOVA at 0.05 level of significance. Results of the study revealed that: FE significantly enhanced students’ mean achievement in biology more than the conventional method. It further revealed that FE has no differential impact on both male and female students’ achievement in biology. In addition, the results revealed that the interaction between gender and teaching method on students’ mean achievement scores in biology is not statistically significant. The study therefore concluded that FE is superior to conventional method in enhancing students’ achievement in biology. Based on the above findings, it was recommended among others that biology teachers should prioritize the use of FE as it has been proved empirically, to have a significant positive effect on students’ academic achievement in biology.

Key words: Biology, Secondary School Students, Flipped Education, Academic Achievement