Effect of Flipped Classroom Strategy on Self-Efficacy in Chemistry Learning among Secondary School Students in Gumel Education Zone, Jigawa State, Nigeria
DOI:
https://doi.org/10.64348/zije.2025162Abstract
This study examined the effect of the flipped classroom strategy on self-efficacy among secondary school chemistry students in Nigeria, focusing on gender differences. A quasi-experimental design involved 90 Senior Secondary School II students (32 males, 58 females) from two schools in Jigawa State. The experimental group (n = 48) received flipped classroom instruction using offline video lessons on oxidation-reduction reactions, while the control group (n = 42) received conventional instruction. Data were collected using a validated 20-item Self-Efficacy Questionnaire (Cronbach’s α = 0.99) and analyzed using ANOVA. Results showed that students taught through the flipped strategy had significantly higher self-efficacy (M = 87.71) than those taught conventionally (M = 32.36), F(1,88) = 7629.59, p < 0.001, with no significant gender difference (p = 0.209). The study concludes that the flipped classroom significantly improves chemistry self-efficacy, offering an inclusive approach for science education in resource-limited settings.
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