This study was conducted to examine the role of flipped classroom approach on students’ knowledge retention on biology concepts. A pretest, posttest non-equivalent control design was adopted for the study. The sample comprised of fifty-eight (58) level 300 biology students. 28 students constituted the control group and the experimental group was also made up of 30 students. The control and experimental groups were taught using conventional method and flipped classroom approach respectively. The instruments used for data collection were pretest, posttest and retention test. The reliability of the instruments was determined using test-retest reliability coefficient. The reliability coefficients were found to be 0.75, 0.74, and 0.78 for the pretest, posttest, and retention test, respectively. The data was analysed using t-test. The results of the study proved that there was statistically significant difference between the posttest and pretest mean scores of students taught using flipped classroom approach (p=0.00, p<0.05). The results also revealed a statistically significant difference in knowledge retention between students taught using flipped classroom approach and those taught using conventional method (p=0.00, p<0.05). The results also indicated a statistically no significant difference in knowledge retention between male and female students taught using flipped classroom approach (p=0.06, p>0.05). Flipped classroom was more effective than conventional method in enhancing student’s academic performance and knowledge retention in biology concepts. It was therefore recommended that biology lecturers should adopt flipped classroom approach in teaching biology concepts.
Keywords: : Academic Performance, Flipped classroom, biology concepts, conventional method, knowledge retention
