Flipped Classroom and Academic Performance of Senior High School Students in Geometry

Abstract

This study sought to determine how senior secondary school students' geometry performance is affected by the flipped classroom model. To direct the investigation, two research hypotheses were developed. The research used a quasi-experimental approach. Students in senior secondary school two (SHS2) in the Sagnarigu Municipality of Ghana's Northern Region made up the study's population, which was split evenly between male and female students from various racial and ethnic backgrounds, cultural backgrounds, and geographic locations. 72 students from two senior high schools in the municipality were chosen at random to participate in the study. The study's tool was the Geometry Performance exam (GPT), which consisted of 20 standardized multiplechoice exam items modified from earlier mathematics problems administered by the West Africa Examination Council. The control groups were instructed using the conventional technique whereas the experimental groups were given instruction utilizing the flipped classroom model. The four-week experiment was conducted. A P ≤ 0.05 level of significance was considered for the t-test to assess the research hypotheses. The findings showed that the experimental group significantly outperformed the control group in terms of accomplishment scores. Regarding the gender issue, the results showed that the flipped classroom model is effective because there was no appreciable difference in the performance of the experimental group's male and female students. It is advised that math educators should use the flipped classroom approach for teaching geometry and other concepts in the subject that are thought to be challenging.