Effectiveness of Flipped Instructional Strategy on Students’ Academic Performance in Economic in Calabar, Cross River State, Nigeria
Abstract

The study looked into the effectiveness of a flipped instructional technique on the performance of students in economics in Calabar, Cross River State, Nigeria. A quasi-experimental design was used for the investigation. The study’s population consisted of 500 secondary school kids. The study included a 200-person sample of secondary school students, with 100 males and 100 girls. A purposeful multistage random sampling procedure (stratified and sample sampling) was employed to choose the sample. Two research questions and two hypotheses were developed to lead the investigation. The Economic Performance Test (r = 0.89) was utilised to gather data. The data was evaluated using Analysis of Covariance (ANCOVA) at the.05 level of significance. The data revealed a significant discrepancy in the performance of Economics. Students who used the flipped classroom teaching technique outperformed those who used the lecture instruction strategy. Similarly, the current study’s findings revealed that gender has no effect in students’ academic achievement. Based on the findings, It was suggested that teachers make economics teaching-learning dynamic and activity-based for students, and that teachers employ a range of tactics to
guarantee that all students benefit from the instruction, regardless of learning capacity.

Citation
Abanyam, Victoria, A., Okri, J. A., Ushie, Patience, U. and Bassey, Mary R. Effectiveness of Flipped Instructional Strategy on Students’ Academic Performance in Economic in Calabar, Cross River State, Nigeria. International Journal of Continuing and Non-Formal Education (IJCNFE), 11, 431-443.