Improving students’ geography achievement using computer simulation and animation packages in flipped classroom settings

The deployment of innovative and learner-centered approaches into teaching learning has strong potential improving students’ outcomes. study compared the effectiveness computer simulation animation instructional packages in flipped classroom settings on secondary school achievement retention geography. adopted a pre-/post-test, non-equivalent, non-randomized quasi-experimental control group design. A sample 126 senior class two (SS2) geography students was purposively drawn from intact classes Minna Metropolis, Niger State, Nigeria as participants for study. were randomly assigned to experimental I (computer package, n=67) II n=59) settings. 50-item test (GAT) used data collection, while administered treatment face content validity GAT carried out using experts field geography, educational technology science Federal University Technology, Minna. further subjected pilot testing, reliability coefficient 0.85 obtained re-test method PPMC formula. Descriptive statistics mean standard deviation answer research questions, inferential t-test null hypotheses at 0.05 level significance. Findings revealed that (mean gain=41.70) gain=38.32) improved concepts. Also, no significant difference found (t=.05, df=124, p=0.63) (t=2.04, p=0.82) scores groups. It therefore recommended teachers should incorporate technology-based strategies order improve outcomes subject.