Effects of Flipped Classroom Instructional Strategy on Students Academic Achievement and Retention in Physics in Nsukka Local Government Area, Enugu State

This study investigated the effect of the flipped classroom instructional strategy on students' academic achievement and retention in Physics among SS1 students in Nsukka Local Government Area, Enugu State. Related literature was reviewed under conceptual framework, theoretical framework, and review of related empirical studies. The study was guided by two purpose of the study with their corresponding research questions and hypothesis. Quasi-experimental design was adopted, involving two groups: experimental group taught using flipped classroom strategy and control group taught using talk and chalk strategy. This study was carried out in Nsukka Local Government Area of Enugu State. The population for the study comprised one thousand and eighty-seven (1087) SS1 physics students in the 30 public secondary schools in Nsukka Local Government Area in Enugu State. The sample size for the study comprised one hundred and twelve (112) SS1 physics students with two research assistant from two schools in Nsukka Local Government Area. The study lasted for four weeks. Physics Achievement Test (PAT) was the instruments used for data collection. Kuder-Richardson formula (K-R20) method was used to determine the internal consistency of the Physics Achievement Test. The reliability coefficient for physics achievement test was 0.76, data collected were analyzed using mean, standard deviation and analysis of covariance (ANCOVA). The result revealed that the use of flipped classroom instructional strategy had significant effect on the achievement scores of physics students. The result also revealed that the use of flipped classroom instructional strategy had no significant effect on the retention scores of physics students. Based on the findings of the study, the educational implications of the findings were highlighted and the following recommendations were proffered among others: that physics teachers should adopt flipped classroom instructional strategy and combine it with strategy that reinforce long-term memory such as periodic revisions, in order to enhance students’ achievement and retention in physics. Suggestions for further studies were also made.