Effect of Flipped Classroom Model on Academic Performance of Senior Secondary School Students in Chemistry in Kaduna State

This study examines the effect of the flipped classroom instructional model on the academic performance of senior secondary school chemistry students in Kaduna State, North West Nigeria. The flipped classroom model inverts traditional instruction by assigning direct content delivery as pre-class homework using video or digital resources, reserving class time for collaborative problem-solving. This quasi-experimental study involved 100 Senior Secondary School Two chemistry students from two schools in Kaduna North Local Government Area. The experimental group followed a flipped classroom approach using pre-recorded video lessons and in-class discussions over six weeks, while the control group received conventional didactic instruction. A validated Chemistry Achievement Test served as pre-test and post-test. Analysis of covariance results reveal significantly higher post-test scores in the experimental group. Students who consistently completed pre-class video assignments showed the strongest performance gains. The study recommends adoption of the flipped classroom model by chemistry teachers in Kaduna State and advocates for provision of educational video content libraries on school servers accessible even without internet connectivity. Teachers are also encouraged to receive formal training in flipped learning design. Keywords: flipped classroom, chemistry education, academic performance, senior secondary school, Kaduna State