Effect of Flipped Classroom Learning on Performance in Mathematics Among Learners in Thika High School for the Visually Impaired, Kenya

Flipped Classroom Learning (FCL) has emerged as an inclusive, student-centered pedagogical model that shifts direct instruction beyond the classroom and dedicates in-class time to active, collaborative learning. This study investigated the effect of FCL on mathematics performance among learners with visual impairment at Thika High School for the Visually Impaired, Kenya. Adopting a quasi-experimental research design, the research involved 40 Form Two students, six mathematics teachers, and one head teacher. Stratified and purposive sampling techniques were used to assign learners to treatment and control groups. The treatment group engaged in audio-based pre-class content and interactive in-class activities over six weeks, while the control group continued with conventional instruction. Quantitative data were collected via pre- and post-tests, and qualitative data through teacher interviews and learner observations. The findings revealed no significant difference in pre-test scores between the groups (p = 0.966), confirming initial parity. However, post-test results indicated a statistically significant difference in mathematics performance between the treatment group (M = 13.8, SD = 3.27) and the control group (M = 9.7, SD = 4.33), with ANOVA results yielding F(1,38) = 11.419, p = 0.002. These results demonstrate that FCL significantly enhances mathematics performance among learners with visual impairment. The study concludes that FCL, when adapted with accessible audio materials and collaborative instructional strategies, can effectively support inclusive mathematics education. It recommends equipping schools with assistive technologies, training educators in FCL pedagogy, and extending future research across subjects, educational levels, and disability categories to enhance educational equity. Article visualizations: