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Impact of Flipped Classroom Instructional Strategy on the Academic Performance and Retention in English Language among Senior Secondary School Students in Katsina State, Nigeria

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  • Yahaya ALIYU Sai’du

    (Department of Educational Management, Umaru Musa Yar’adua University Katsina, Nigeria)

  • Yero SHEHU

    (Department of Educational Foundation, Umaru Musa Yar’adua University Katsina, Nigeria)

Abstract

This study examined the impact of flipped classroom instructional strategy on the academic performance and retention in English language among senior secondary school students in Katsina state, Nigeria. The study was guided by four research questions and two hypotheses. The population of the study consist of 12,169 senior secondary students out of which 135 students were drawn from the 13 co-educational senior secondary schools in Katsina metropolis using multi stage sampling. Lexis and structure Performance Test (LSPT) is 30 item objectives test instrument was used for data collection. Findings from this study indicated that Flipped classroom instructional strategy had significant impact on the academic performance (t (133) = 1.46, p = 0.02) and retention of students in English language (t (133) = 1.09, p = 0.01). The study also established that female students had better academic performance (Mean Gain M=30.93, F=36.11) and retention ability (Mean Loss M= -8.22, F= -7.19) than their male counterpart in a flipped English classroom. Based on the findings, the study recommend that teachers of English language should be encouraged to deploy flipped classroom instructional strategy so as to enhance the academic performance and retention of students in English language.

Suggested Citation

  • Yahaya ALIYU Sai’du & Yero SHEHU, 2025. "Impact of Flipped Classroom Instructional Strategy on the Academic Performance and Retention in English Language among Senior Secondary School Students in Katsina State, Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 9(3s), pages 6967-6975, September.
    • Handle: RePEc:bcp:journl:v:9:y:2025:issue-3s:p:6967-6975
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