Study of the Effect of Flipped Classroom Instruction on Students’ Achievement in Economics in Senior Secondary Schools in Kaduna State

The flipped classroom model inverts traditional instructional sequences by assigning content acquisition as pre-class homework while using class time for higher-order application tasks, and its effectiveness in Nigerian secondary school Economics teaching requires empirical examination. This study investigated the effect of flipped classroom instruction on the academic achievement of SS2 Economics students in selected senior secondary schools in Kaduna North and Chikun Local Government Areas, Kaduna State, North West Nigeria. A quasi-experimental pre-test and post-test design was used, with 80 students in the experimental group (flipped classroom) and 80 in the control group (conventional lecture). Both groups studied the same Economics units for six weeks. Video lesson materials were provided to experimental group students via a WhatsApp group. Pre- and post-achievement tests were analysed using independent samples t-test and analysis of covariance. Results showed that the experimental group achieved a significantly higher mean post-test score (71.4) than the control group (58.9), with a mean difference of 12.5 points (p < 0.001). The advantage was maintained after controlling for pre-test differences (F = 38.4, p < 0.001). Students with personal smartphones showed the greatest benefit from the flipped approach. The study recommends flipped classroom adoption for Economics teaching where student device access is available, alongside phone-access equity provisions and teacher professional development in video-based content creation. Keywords: flipped classroom, Economics achievement, secondary school, Kaduna State, instructional model