Effects of flipped classroom teaching strategy on pupils’ motivation and achievement in numeracy in nursery schools in Abuja, Nigeria

Muraina Kamilu Olanrewaju, Ojonugwa D. Solomon, Oladele Omolara, Olayemi Zainab Oduola
Corresponding email: [email protected]


The need for alternate teaching strategies in nursery schools in Nigerian federal capital territory triggered this study, the study investigated the effects of flipped classroom teaching strategy on Pupils’ motivation in numeracy and achievement in nursery schools in Abuja Municipal Area Council (AMAC) Abuja, Nigeria. Two research questions and two hypotheses guided the study. The quasi-experimental research design was used for the study. The population of the study consisted of nursery two (2) pupils of 2022/2023 academic session of AMAC numbering 6,498. The sample size for the study consisted of 127 (51 Males and 76 Females) drawn from six intact classes in the six area councils. Simple random sampling was used to draw six intact classes from the six area councils in the F.C.T. Situation Motivation Scale (SMS) and Mathematics Achievement Test (MAT) were the instruments used for data collection. Cronbach Alpha formula was used to measure the internal consistency of (SMS), which yielded a reliability estimate of 0 .72. Kuder-Richardson formula 20 (K-R 20) determined the reliability of (MAT), which yielded a reliability estimate of 0.73. Mean, standard deviations and Analysis of Covariance (ANCOVA) were used to analyze the pre-test and post-test data and the research questions and hypotheses raised for the study. The analysis revealed that flipped classroom teaching strategy increased pupils’ motivation and enhanced their achievement in numeracy more than the conventional method in FCT nursery schools in Nigeria. The study recommends that flipped classroom teaching strategy should be used in schools especially in nursery schools to enhance their motivation and achievement in numeracy.

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