Article Details

This study investigated the interaction effect of Flipped Classroom, CANVAS LMS strategies, and gender on students’ achievement and retention in photosynthesis in South Senatorial District, Gombe State, Nigeria. Four research questions guided the study, and four null hypotheses were tested at the 0.05 level of significance. A quasi-experimental pre-test, post-test, and post-post-test non-randomized, non-equivalent control group design was adopted. The population comprised 10,605 Senior Secondary One (SS1) students (6,201 males and 4,404 females) in 91 public schools in the district. The sample consisted of 156 SS1 students, including 89 males and 67 females. Data were collected using the Photosynthesis Achievement Test (PAT) and Photosynthesis Retention Test (PRT), which yielded reliability indices of 0.81 and 0.87, respectively, using Kuder-Richardson 21 (KR-21). Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) tested the hypotheses at 0.05 significance level. Results indicated gender did not significantly affect achievement, although female students showed slightly better retention with CANVAS LMS. The interaction between teaching method and gender on retention suggests that engagement behaviors influence long-term learning. Based on these findings, it was recommended that Teachers and school administrators should adopt the Flipped Classroom method for teaching photosynthesis to ensure equal achievement and retention for both male and female students. Education authorities and school management should provide training for teachers on effective use of CANVAS LMS to enhance engagement and learning outcomes across genders.