The Impact of Integrating Computer Simulation Package in Flipped Classroom Settings on Students’ Mathematics Achievement in Ondo State

Abstract

This study investigates the effect of computer simulations in an inverted classroom on students' academic performances in Mathematics in the Ondo metropolis of Ondo State. The study adopted a quasi-experimental design with pre-test and post-test control groups. Two public secondary schools with senior school II students, functional computers, and electricity were purposively selected within the Ondo metropolis to participate in the study. A total sample of one hundred and ninety-five (195) senior secondary schools II from two public secondary schools in Ondo metropolis participated in the study. Data were collected through the Mathematics Achievement Test (MAT) and computer simulation instructional package (CSIP) developed by the researchers. The statistical package of the social science programme was used for the analysis. The students’ pretest and posttest scores were subjected to a sample t-test analysis. The results indicate no significant difference in pre-test scores between the two groups, confirming their equivalence at baseline. However, post-test scores revealed that the experimental group significantly outperformed the control group, demonstrating the effectiveness of the flipped classroom model with computer simulations. Based on the findings of the study, it was recommended that mathematics teachers should adopt a computer simulation package in flipped classroom settings as a student-driven instructional approach capable of sustaining students’ interest and improving academic achievement.