Effects of Flipped Classroom and Laboratory Teaching Methods on Secondary School Students’ Achievement in Physics in Abak Education Zone of Akwa Ibom State, Nigeria

Abstract

This study aimed to investigate the effects of flipped classroom and laboratory teaching methods on the academic achievement of secondary school students in Physics in the Abak Education Zone of Akwa Ibom State, Nigeria. A quasi-experimental design was employed, involving pre-test and post-test measures across three groups: one using the Flipped Classroom Method (FCM), another using the Laboratory Teaching Method (LTM), and a control group utilizing the Lecture Method (LM).The population consisted of 13,730 Senior Secondary Two (SS2) students from 63 public secondary schools, with a purposive sample of 168 students selected from three schools. Physics Achievement Test (PAT) validated by experts and showing reliability coefficients of 0.87 using Kuder-Richardson 20 (KR-20). Data analysis was conducted using mean, standard deviation, and Analysis of Covariance (ANCOVA). Results indicated that students taught with the flipped classroom method had significantly higher mean scores compared to those in the other groups. While male students showed higher gains, no significant gender differences were found across teaching methods. In conclusion, the flipped classroom method significantly enhances academic achievement in Physics without gender bias. Recommendations include adopting the flipped classroom approach in teaching Physics and providing necessary resources for its effective implementation in public secondary schools