Efficacy of Flipped Classroom Instructional Strategy on Students' Academic Achievement in Economics in Enugu State, Nigeria: Implication for Curriculum and Educational Evaluators

Abstract

This study investigated the efficacy of flipped classroom instructional strategy on students’ academic achievement in Economics, with its implication on curriculum and educational evaluators. The study employed a quasi-experimental research design, specifically; non-equivalent pretest-posttest control group design. The population of the study comprised 4534 senior secondary school (SSS II) students in Nsukka education zone of Enugu State. A sample size of 98 students from two schools was purposefully chosen to participate in the study. The data collection instrument, the Economics Achievement Test (EAT), was validated by specialists in Educational Economics as well as in Measurement and Evaluation. The Economics Achievement Test (EAT) produced a reliability coefficient of 0.93, determined using the Kuder-Richardson Formula 20 (KR-20). A pretest was administered to participants in both groups before the treatment began, followed by a posttest after the six-week intervention period. Mean and standard deviation were employed to address the research questions, while the formulated hypotheses were tested using analysis of covariance (ANCOVA) at the 0.05 level of significance. The results showed that students who were taught Economics using the flipped classroom instructional strategy outperformed those taught through the traditional lecture method. Additionally, the findings indicated that gender had no significant effect on students' achievement in Economics. Based on the findings of the study, it was recommended among others that flipped classroom instructional strategy should be implemented by educators, particularly those teaching Economics, in order to improve students' academic achievement in the subject.