Impact of Flipped-classroom Approach on Secondary School Students’ Motivation and Academic Achievement in Geography in Kebbi State, Nigeria

Abstract

This study examined the impact of the flipped classroom approach on secondary school students' learning motivation and academic achievement in Geography. The study employed a mixed-method approach to gather both qualitative and quantitative data so as to measure the effectiveness of the approach. A total of 71 students participated in the study, which was drawn using purposive sampling technique from two intact classes. The first class was assigned as the experimental group and the second class was taken as the control group. The study was undertaken in four weeks, where the students in the experimental group were taught with a flipped classroom approach, while the lessons in the control group were delivered through a conventional method. Both groups were administered a test before and after the treatment. A 30-item Geography achievement test, a motivation scale and semi-structured interviews were used as tools to collect data. The instruments were subjected to face and content validity by experts in the field of Geography, Educational Psychology and Educational Technology. A pilot study was carried out to determine the reliability and test-retest procedure was followed to obtain the reliability coefficient of 0.82 and 0.76. The findings of this study revealed statistically significant differences with the mean gain of 18.45 in terms of motivation scores and a mean gain of 23.60 for academic achievement scores. The study discovered that the flipped classroom approach had a positive impact on students' learning motivation and academic achievement in the geography class.  It was recommended among others that Educators should harness the potential of the flipped classroom to foster motivation and academic achievement in Geography in secondary schools in Kebbi State and Nigeria as a whole.