Beyond the conventional flipped classroom: Exploring the efficacy of the 5I model of flipped learning in senior secondary school mathematics

In most African nations, including Nigeria, the persistent underperformance of students in mathematics is largely attributed to the effectiveness of the instructional delivery. Research has shown that the flipped classroom is an effective strategy for enhancing students' understanding and engagement in mathematics. However, earnest efforts to effectively adapt the flipped classroom strategies to an African context, where infrastructural and motivational barriers present notable challenges, remain a palpable gap in the literature. This study explored the effectiveness of a flipped model structure—the 5I model of the flipped classroom—in improving mathematics learning outcome of senior secondary school students in Nigeria. The 5I model consists of five phases of learning activities: Immerse, Interact, Illustrate, Illuminate, and Incentivize. An explanatory sequential design involving quasi-experimental and interview phases was adopted for this study. A total of 208 senior secondary two (SS2) students from conventional flipped classrooms (control group) and 5I model flipped classrooms (experimental group) participated in the study. The results show that the 5I model significantly improves the students' mathematics achievement, scaffolding engagement, knowledge retention, and deep inquiry skills among the students. Within the limitations of the study, it was concluded that the 5I model is a viable approach for effectively implementing the flipped model in mathematics classrooms in Lagos, Nigeria. Suggestions for future explorations are highlighted.