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Abstract
This study investigated the effect of Flipped Classroom Approach (FCA) on students’ achievement and retention in chemical equilibrium in Jos, Nigeria. It utilized a non-equivalent pretest-posttest control group design. The population comprised of the 22 public secondary schools with a sample of 77 students drawn from two secondary schools. 5 research questions and 5 hypotheses were formulated. The instrument for data collection was a 30 - multiple choice Chemical Equilibrium Achievement Test (ChEAT) with r = 0.79. The research questions were answered using mean and standard deviation while t-test and ANCOVA used to test the hypotheses at 0.05 level of significance. The results showed a significant difference in students’ achievement in favor of those taught using FCA. The results also revealed no significant difference between the achievement and retention scores of male and female students thereby implying that the use of FCA does not discriminate based on gender. The study recommended the use of FCA by chemistry teachers and the training of such teachers through workshops, seminars and conferences.
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