Effects of Flip Instruction on Students Academic Achievement and Retention in Developmental Psychology Course

This study investigated the effect of flip instruction on students’ academic achievement and retention in Abia State College of Education (Technical) Arochukwu. Accordingly, two research questions and two null hypotheses were formulated to guide the study. The population of the study consisted of 80 NCE 1(Nigeria Certificate in Education) students. The 80 students were randomly assigned to experimental and control groups. The experimental group received lesions on specific topics in developmental psychology using flip instruction while the control group received lessons on the same topics using traditional instructional method. Both the experimental and control groups were then tested. After two weeks both experimental and control groups were again tested using the same first test questions. Mean statistic was used to answer the two research questions while on the other hand t-test statistic was used to test the two null hypotheses, all using the data collected from the tests. The finding from the study after data analysis shows that the students taught with flip instruction (experimental group) perform better than those students taught with traditional method (control group) in achievement test. Furthermore, the flip instruction group performed less than the traditional instruction group in terms of retention ability. On the issue of hypotheses testing, there was significant difference in the mean scores of the two groups for both first cognitive achievement test and no significant difference in retention test. Based on these results, the researchers recommended the use of flip instruction in developmental psychology course in Abia State College of Education (Technical) Arochukwu.