Impact Of Flipped Classroom Model On Students’ Academic Achievements In Science Subject At Secondary Level In Khyber Pakhtunkhwa, Pakistan

Abstract

This experimental study aimed to investigate the impact of the flipped classroom model on academic achievements of the secondary school science students in Khyber Pakhtunkhwa, Pakistan. The study employed Quasi experimental Solomon four groups design. The participants of the study were comprised of 200 Grade 9^th science students from two schools in district Dir Lower. The intact science classes were divided into four groups. In both schools, Ninth (A) classes served as the experimental groups and received instructions through flipped classroom model, whereas Ninth (B) classes functioned as the control groups and received instructions through traditional method. Prior to the intervention, one experimental and one control group underwent pretest using an achievement test while the other two groups were not pre-tested following Solomon four groups experimental design. The achievement test was developed in the first three chapters of 9^th grade biology book. Intervention occurred over a timeframe of three months in the first three chapters of 9^th grade biology book. Immediately after the intervention students’ academic achievement were evaluated through an achievement post-test. Collected data were analyzed by the use of t-tests, using SPSS. Results revealed that there was a significant difference t(49)=12.15, p<0.05 between the students’ pre-test and post-test scores in experimental group. The study further revealed that there was a significant difference t=9.21, p<0.05 between the post-tests scores of experimental and control groups. It was recommended that this method of teaching should be adopted by the teachers to improve the performance of students in science subjects, specifically at secondary level.