Effect of In-Class Flipped Classroom Model on Academic Performance in Practical Biology Concepts among Secondary School Students in Kebbi State, Nigeria
DOI:
https://doi.org/10.64348/zije.2026351Abstract
This study investigated the effect of In-Class flipped classroom model on academic performance in practical biology concepts among senior secondary school students in Kebbi State, Nigeria. A quasi-experimental group design involving pretest- posttest control group was adopted. A total of 383 students participated in the study. The instruments used for data collection was Biology Practical Academic Performance Test (BPAPT). Data were analyzed using t-test, ANOVA, and Scheffé post hoc test at 0.05 level of significance. Findings revealed that students taught practical Biology Concepts using In-Class flipped classroom model significantly outperformed those exposed to Conventional flipped classroom model (t = 20.554, p = 0.001). Although ANOVA indicated an overall significant gender difference (p = 0.001), the Scheffé post hoc analysis revealed that gender differences within each instructional method were not statistically significant, implying that the model is gender-inclusive. The study concludes that In-Class flipped classroom is a more effective and equitable instructional approach for enhancing students’ performance in practical biology. It recommends that biology teachers, curriculum planners, and policymakers integrate the In-Class flipped model into secondary school science instruction to promote active learning and improve practical skills acquisition.
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