Evaluating the Effectiveness of the Flipped Classroom Approach on Junior High School Students’ Mathematics Performance in Ghana

The mathematics curriculum for pre-university students in Ghana necessitates the application of mathematical concepts in practical, real-world contexts. The ability of students to translate word problems into mathematical equations and resolve them has consistently raised concerns. Results from the Chief Examiner of the Basic Education Certificate Examination (BECE) for 2007, 2011, and 2012 reveal that students encounter challenges in comprehending and resolving word problems in algebra, specifically linear equations. Reports from 2020, 2021, and 2023 indicate that students continue to experience challenges in word problems, implying that the issues remain despite efforts to improve mathematics education. Therefore, this study investigates the effectiveness of the flipped classroom model in enhancing the academic outcomes of mathematics students in Cape Coast, considering the existing challenges. A quasi-experimental design was employed, involving two groups: an experimental group taught using the flipped classroom model and a control group taught through conventional methods. Data were collected using achievement tests administered before and after the intervention. The data was analysed using Mann-Whitney U. The results revealed that students who were exposed to the flipped classroom approach performed significantly better in mathematics than their counterparts in the control group. The findings suggest that the flipped classroom strategy enhances student academic performance. Therefore, this study recommends integrating the flipped classroom model into the mathematics curriculum to foster deeper understanding and boost achievement, especially in contexts where traditional teaching dominates.