Effect of Flipped Classroom on Academic Performance of Generation Z and Alpha in Mathematics in Private Secondary Schools in Port Harcourt Metropolis

Abstract

The study investigated the effect of flipped classroom strategy on academic performance of Generation Z and Alpha 
in mathematics in private secondary schools in Port Harcourt Metropolis Rivers State. Two objectives, two research 
questions and two null hypotheses guided the study. The study adopted the quasi-experimental research design. The 
population for the study comprised 22,671 senior secondary school students in 1,592 private secondary schools in Port 
Harcourt Metropolis. The sample size for the study was 120 Senior Secondary II students from four schools, 
purposively selected. The instrument for the study was self-developed assessment test, titled Mathematics 
Performance Test. It was validated by two experts from Measurement and Evaluation and Mathematics department. 
The reliability of the instrument was determined with the Kuder-Richardson-21 reliability test and a reliability 
coefficient of 0.88 was obtained. Data collected were analyzed using Mean and Standard Deviation for the research 
questions and Analysis of Variance for the hypotheses at 0.05 level of significance. The study found that the use of 
flipped classroom strategy enhances generation Z and Alpha’s mathematics performance. It was also revealed that 
male generation Z and Alpha students performed better than their female counterparts, as indicated by the higher mean 
score. Based on the findings, it was recommended that administrators should train teachers on innovative strategies, 
and teachers should adopt the use of innovative teaching strategies such as flipped classroom to enhance students’ 
engagement and overall performance.