Abstract

The purpose of this research work is to investigate the effectiveness of using flipped learning on students’ academic achievement in computer studies in junior secondary schools in Oyo State, Nigeria. The effect of gender was also measured. The study adopted a quasi-experimental pre-test, post-test, and control group design. Three null hypotheses were generated and tested at 0.05 level of significance. The sample consisted of 60 junior secondary school III computer studies students selected through a purposive sampling technique. The instrument that was used for the study was the Computer Studies Achievement Test (CSAT). It is a self-designed instrument that consists of information on the bio-data of the respondents and 20 multiple-choice items on the selected topic (Concept of the database). The data were analyzed using the inferential statistics of ANCOVA. The study found that there was a significant difference between the posttest mean scores of students exposed to the flipped learning strategy and the conventional strategy. It was also revealed in the study that there was no significant difference between the posttest mean scores of male and female students exposed to the flipped learning strategy and conventional strategy. Based on this finding, it was recommended, among other things, that the Nigerian government should organise a seminar among the teachers in secondary schools in each state on the effective use of flipped learning strategy in their various classes to improve the academic achievement of students.