BEYOND THE CLASSROOM WALLS: ASSESSING THE CONTRASTING DIFFERENCE BETWEEN FLIPPED LEARNING AND TRADITIONAL BASED INSTRUCTION IN BIOLOGY EDUCATION

Abstract

Science education in Nigerian secondary schools faces significant challenges, including ineffective instructional methods and poor student outcomes, highlighting the need for innovative approaches to improve learning. This research assessed the gain of flipped learning on the academic performance of secondary school students in biology, contrasting it with traditional lecture-based instruction. The quasi-experimental study was carried out in Lagos District V, Nigeria, involving 193 Senior Secondary students from three selected schools. Participants were divided into two groups: an experimental group that experienced flipped learning and a control group taught using conventional lectures. Academic achievement was measured using the Plant Nutrition Biology Achievement Test (PNBAT), and the collected data were analyzed using Analysis of Covariance (ANCOVA). The findings indicated a significant disparity in mean achievement scores between the groups (F(2, 190) = 207.33, p < 0.05), with the flipped learning cohort demonstrating superior performance (Mean = 10.34) compared to the lecture-based group (Mean = 8.64). These outcomes highlight that flipped learning fosters greater academic success in biology by encouraging active participation and deeper cognitive engagement. Based on the results, the study advocates for incorporating flipped learning methodologies into Nigeria’s secondary education curriculum to enhance science learning outcomes.