Effects of Flipped Learning Instructional Strategy on Secondary School Students Achievement in Mathematics in Ondo State

This study looked at how well the flipped learning instructional strategy improved mathematics performance and looked at whether gender variations affected performance under this technique. One group received treatment utilizing the flipped learning approach, and another instructed using traditional techniques under a quasi-experimental pretest-posttest control group design. The study focused on Ondo State’s senior secondary school (SS2) Mathematics pupils. Eighty Students were randomly chosen from four co-educational public high schools in Owo, Ondo State. The Mathematics Achievement Test (MAT) was validated and assessed for reliability using the test-retest approach, producing a reliability value of 0.78 were obtained. Research questions were examined using mean and standard deviation; hypotheses were tested using a t-test at a 0.05 significance level. Students exposed to flipped learning scored more in mathematics than those taught using traditional approaches, according to the results. While gender variances among students in the flipped learning group were not statistically significant. The performance of the experimental and control groups revealed notable variations. These results imply that, compared to conventional teaching methods, flipped learning is a more efficient instructional tool for raising mathematical performance. Schools should thus advise including flipped learning to improve student achievement. Professional development programmes including seminars and workshops should also be planned to equip mathematics teachers with the tools required to apply this method successfully.