Impact of Flipped-Classroom Instructional Strategy on Performance in Chemistry Concepts among Secondary School Students in Sabon Gari, Kaduna State

ABSTRACT This study, titled “Impact of Flipped Classroom Instructional Strategy on Performance in Chemistry Concepts among secondary school students in Sabon gari, Kaduna State was guided by two specific objectives, along with corresponding research questions and hypotheses. The study focused on SS II chemistry students during the 2024/2025 academic session in Sabon Gari, Kaduna State. A quasi-experimental research design was employed, involving a total population of 416 students. A sample of 100 students was selected using purposive sampling from two intact classes. The instrument for data collection was the Chemistry Performance Test (CPT), which yielded a reliability coefficient of 0.78 after pilot testing. Data collection was self-administered, with hypotheses tested using the independent sample t-test and PPMC statistical tool. Findings revealed that there is significant difference in the academic performance of Chemistry students taught using the flipped classroom instructional strategy and those taught using traditional teaching methods (P = 0.003) and a significant negative correlation (r = -0.673, p = 0.032) between challenges encountered in implementing the flipped classroom strategy and its effectiveness in chemistry instruction. The study recommends that secondary schools in Sabon Gari, Kaduna State should adopt a gradual, phased approach to implementing flipped classroom strategy in chemistry courses, beginning with pilot sections before broader adoption and chemistry teachers should create comprehensive assessment frameworks that not only measure student performance outcomes but also regularly evaluate implementation challenges and their impact on instructional effectiveness. KEYWORDS: Flipped-Classroom, Instructional Strategy, Academic Performance, & Chemistry Education