Abstract:
The study investigated the relative effectiveness of Flipped classroom and PowerPoint instructional approaches on students’ achievement and retention in biology in Enugu State, Nigeria. The study was guided by six research questions and six hypotheses. Quasi-experimental design of 2x2 factorial design was adopted for the study. Population of the study comprised of 4,828 Senior Secondary School two (SS2) students from 48 senior secondary schools in Obollo Afor Education Zone. The study employed multistage sampling procedure; comprising purposive and simple random sampling. One instrument was used for data collection in this study, Biology Achievement Test (BAT). The instrument was validated by experts. The internal consistency reliability coefficient of BAT was determined using Kudder- Richardson 20 (K-R 20) formula and yielded a reliability index of 0.89. The estimate of temporal stability of reshuffled form of BAT was determined using test-retest method and was subjected to Pearson correlation coefficient that yielded a correlation coefficient of 0.85. The study lasted for 7 weeks. Data for the study were obtained through pretest, posttest, and retention test. The research questions were answered using mean and standard deviation, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significant. The results of the study revealed that both Flipped classroom and powerpoint instructional approaches enhanced students’ achievement and retention in Biology. However, flipped classroom instructional approach was more efficacious than PowerPoint in promoting biology students achievement and retention. The study revealed that gender had no effect on biology students’ achievement and retention and that there was no significant interaction effect of instructional approaches and gender on biology students’ achievement and retention. In line with the findings of the study, the educational implications of the findings were highlighted and the recommendations were equally proffered among others that science teachers, science educators and authors and textbook writers should adopt flipped classroom instructional approach for teaching Biology and curriculum planners should promote its usage to enhance students’ achievement and retention in Biology. The limitations of the study and suggestions for further studies are contained in the study.
