Flipped Classroom Approach and Mathematics Learning Outcomes Among Students In Selected Tertiary Institutions In Kogi State, Nigeria

Abstract

The study explores the effectiveness of the flipped classroom approach on mathematics learning outcomes in Nigerian tertiary institutions, particularly in Kogi State. It addresses the persistent poor learning outcomes in mathematics and aims to enhance students' academic achievement, conceptual understanding, problem-solving skills, and engagement. Using a quasi-experimental design with 300 undergraduate students divided into experimental and control groups, data were collected through various instruments. Findings indicate that the flipped classroom approach leads to significantly better outcomes compared to traditional lecture methods. The study concludes that this instructional strategy is effective for improving mathematics learning and recommends its integration along with enhanced digital learning resources and professional development for lecturers.