Effect of Flipped-Classroom Strategy on Senior Secondary School Students' Attitude towards Inorganic Chemistry in Makurdi Metropolis, Benue State, Nigeria

Students' attitude towards Chemistry influence their engagement and learning outcomes; however, evidence regarding the effectiveness of the flipped-classroom strategy in improving attitude remains limited in Nigerian secondary schools. This study examined the effect of the flipped-classroom strategy on students' attitude towards Inorganic Chemistry and investigated gender differences in students' attitude under the strategy. A quasi-experimental pretest-posttest non-equivalent control group design was adopted. The population comprised 1,754 SS II Chemistry students, from which 116 students (66 males and 50 females) were selected from two purposively chosen schools. Data were collected using the Students' Attitude to Inorganic Chemistry Questionnaire, validated by experts and found reliable using Cronbach's alpha (α = .813). Mean and standard deviation answered the research questions, while ANCOVA and an independent-samples t-test tested the hypotheses at α = .05. After controlling for pretest attitude scores, the flipped-classroom strategy had no statistically significant effect on students' attitude, F(1, 113) = 3.61, p = .060, partial η² = .031, and no significant gender difference was observed, t(60) = -1.07, p = .286. The findings suggest that a longer period of implementation and improved access to digital learning resources may enhance the strategy's potential to improve students' attitude towards Inorganic Chemistry.