Effect of Flipped Classroom Strategy on Senior Secondary Students’ Performance in Economics in Niger State

This study investigates the effect of the flipped classroom instructional strategy on senior secondary school students' academic performance in Economics in Niger State, North Central Nigeria. The flipped classroom model, in which direct instruction is delivered via recorded or digital content for home review while class time is reserved for discussion and application, represents a promising innovation for improving engagement and comprehension in Nigerian secondary classrooms. The study employs a quasi-experimental pretest-posttest control group design, selecting 200 Senior Secondary School Two students from four schools in Minna and Bida local government areas. The treatment group received Economics instruction using the flipped classroom approach over six weeks, while the control group received conventional teaching. A researcher-developed Economics Achievement Test served as the primary outcome measure. The study draws on Bloom's Revised Taxonomy and the Constructivist Learning Theory. Findings are anticipated to show that the flipped classroom group significantly outperforms the control group on higher-order thinking tasks in Economics. Teacher and student attitudes toward the flipped model are examined through a post-treatment survey. Recommendations address the Niger State Ministry of Education and teacher training institutions on the conditions necessary for successful flipped classroom implementation, including reliable digital access and teacher preparation. The study contributes to the emerging evidence base on innovative pedagogies in Nigerian secondary education and offers guidance for teacher education programmes on technology-enhanced instruction models. Keywords: flipped classroom, Economics education, academic performance, Niger State, instructional strategy