THE EFFECTIVENESS OF FLIPPED CLASSROOM STRATEGY ON THE ACADEMIC ACHIEVEMENT IN ISLAMIC RELIGIOUS STUDIES AMONG JUNIOR SECONDARY SCHOOL STUDENTS IN NIGERIA
Main Article Content
This study aimed to investigate the effectiveness of the Flipped Classroom Strategy on Islamic Religious Studies Subject achievement of Students of Junior Secondary School Class 3 (JSS3) at Egbedore Local Government, Osun State, Nigeria. The study sample consisted of two sections of JSS3 students assigned into the experimental group from Ido-Osun High school, comprising (18) students taught via flipped classroom strategy, and the control group of (20) students from Ojo-Aro Grammar School taught by the traditional method. The experimental design was adopted, and the achievement tests prepared by researchers were administered to both groups for pre- and post-treatment. The findings revealed statistically significant differences of (α≤005) levels in student achievement in favor of the experimental group. Furthermore, results showed statistically significant differences on (α=005) levels in the experimental group pre post-achievement in favour of the post-achievement. In light of the study findings, the study recommended using the flipped classroom strategy for teaching Islamic Religious Studies Subject at Junior Secondary School due to its positive effect on student's academic achievement and suggested further research on the flipped classroom strategy on academic achievements in other communities, samples, and subjects.