EXAMINING HOW FLIPPED CLASSROOM, ACHIEVEMENT MOTIVATION, SELF-EFFICACY, AND GENDER INFLUENCE INTEREST IN PHYSICS AMONG CALABAR SECONDARY SCHOOL STUDENTS

Physics is a fundamental natural science that explores the properties of matter, energy, and their interactions, forming the foundation for scientific and technological advancements. Despite its importance, students often show low interest in learning physics, which can hinder their academic performance and future engagement in science-related fields. This study investigated the effect of the flipped classroom method, along with achievement motivation, self-efficacy, and gender, on secondary school students’ interest in physics in the Calabar Education Zone, Nigeria. A descriptive survey design was adopted, involving a representative sample of secondary school students. Data were collected using a structured questionnaire and analyzed using appropriate statistical methods to determine the relationships and influence of the independent variables on students’ interest in physics. The findings revealed that the flipped classroom method positively influenced students’ interest in physics. Furthermore, students’ achievement motivation and self-efficacy significantly moderated their interest, while gender differences showed a nuanced effect on students’ engagement with physics. The study underscores the importance of integrating innovative teaching strategies with psychological and demographic considerations to enhance students’ interest in physics. These insights have practical implications for educators, curriculum planners, and policymakers aiming to improve physics education and foster a sustained interest in science among secondary school students