This study determined the effect of flipped classroom strategy on undergraduate students’ achievement in Architecture. The quasi-experimental design, using pre-test and post-test was adopted. The sample consisted of two hundred students of Architecture from university of Uyo using random sampling. Two research questions and two hypotheses guided the study. The instrument for data collection was a 20 item multiple choice questions with options A-D. The data were analysed using mean and standard deviation for the research questions and t-test statistical tool to test the null hypotheses at 0.05 level of significance. The findings indicated that flipped classroom strategy was more effective than the conventional strategy in promoting achievement in Architecture among students. Also, male students performed better than females when taught with flipped strategy. Based on the findings, Architecture lecturers should adopt flipped classroom strategy for improved results in Architecture.
Keywords: Effect, Flipped classroom, Students’ achievement, Architecture, Nigeria.
Ime Ikike Nnsewo. Flipped Classroom Strategy and Students’ Achievement in Architecture in University of Uyo, Nigeria. International Journal of Arts and Social Sciences Education, 7(2), 6-11.