Abstract:

This study looked at how well some mathematical ideas were retained by secondary school students utilizing a flipped classroom approach. The study was led by two research questions and two hypotheses. The study used a quasi-experimental approach. 673 seniors in class one (SS 1) from Igbo-Etiti Local Government Area in Enugu State made up the study's population. The study's participants were a sample of 86 pupils (39 males and 47 females) selected from two schools purposively. Each school had two SS 1 classes, which were divided into experimental and control groups via balloting. Data were gathered using the Mathematics Achievement Test (MAT), which has a reliability score of 0.88. The groups took a pretest, posttest and post-posttest (retention) for six weeks. Statistical Package for Social Sciences (SPSS) software was used to analyze the data gathered. The study questions were reported using the mean and standard deviation, and the hypotheses were tested at a 0.05 level of significance using analysis of covariance (ANCOVA). Results showed that learners who were taught mathematics using flipped classroom approach had higher average retention scores than those who were taught using the traditional method. Results revealed furthermore that, a significant gender difference occurred in the mean retention scores of students taught mathematics concepts using flipped classroom approach. Based on the findings, recommendations were made among others that flipped classroom approach should be used by mathematics teachers to help students develop effective mathematics study habits which could lead to improved academic performance and retention of mathematics concepts.

Keywords:

Flipped classroom learning, gender, mathematics, retention, secondary school students.