The study investigated the use of flipped learning model in enhancing critical thinking skills among Nigerian students. The study utilised a non-randomised pretest-posttest quasi-experimental design. A sample of 153 NCE II students studying Primary Education was drawn from a population of 456 across schools of arts, college of education, Oju, Benue State using stratified sampling technique. The instruments for data collection, CTST which gave reliability coefficients of 0.81 was obtained using Kuder-Richardson (KR20) and Cronbach Alpha. One research question was stated and answered using mean and standard deviation while one null hypothesis was stated and tested using ANCOVA at 0.05 level of significance. The findings of the study revealed that there was a significant difference between critical thinking skills scores (P = 0.00 < 0.05) of the experimental and control groups. Based on the findings, it was concluded that flipped learning model has enhanced students’ critical thinking skills scores better than conventional method. It was therefore, recommended that school proprietors and governments should support the use of flipped model innovation.
Keywords: Primary Education, critical thinking skills, flipped learning
