Article Details

This study determined the effects of Flipped Classroom and CANVAS Learning Management System strategies on students’ achievement in photosynthesis in senior secondary schools in the South Senatorial District of Gombe State, Nigeria. Three research questions guided the study, and three 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 secondary schools. The sample consisted of 156 SS1 students (89 males and 67 females) drawn from three purposively selected co-educational schools with functional ICT facilities. The Photosynthesis Achievement Test (PAT) was used for data collection. Reliability indices of 0.81 for PAT was obtained using Kuder–Richardson 21. Data were analyzed using mean and standard deviation, while ANCOVA was employed for hypothesis testing. The results revealed that Flipped Classroom and CANVAS LMS strategies significantly enhanced students’ achievement and retention in photosynthesis compared to the conventional method, and that no significant gender difference existed among students taught using the two innovative strategies. The study recommended the integration of technology-supported strategies into Biology instruction and curriculum planning.