Academic Achievement Scores Research Articles

A study of family climate and Academic Achievements of tribal secondary school students in Seraikela -Kharaswan district of Jharkhand

India's newly formed state Jharkhand (15 Nov 2000) is identified by its tribal population. In which Jharkhand is ranked sixth in the country. Our Jharkhand is a green state full of minerals and rich communities. Despite this, our state is a backward state. The purpose of this study was to determine whether there is a connection between the family climate and academic achievement in tribal secondary school students. With reference to their gender and locality. Further, it was also intended to find out the difference between the boy and girl students in terms of academic achievement. The researcher adopted a correlational research design for the study. 80 tribal secondary school students of class X consisting of 40 boys and 40 girls from rural and urban areas were taken as a sample by random sampling technique. The research tools used for the study were Family Climate Scale and the student's academic achievement scores. data were analyzed by using Mean, standard deviation, Person product- moment correlation and t-test. The findings showed that gender and location were positively correlated with the family climate of tribal secondary school students as well as their academic success. Moreover, the family climate of boy and girl tribal students at secondary school did not different significantly.

Synchrony in Learning: Investigating the Connection between Student Adjustment and Academic Performance

Adjustment is an important part of human life because it gives people the power and strength to make positive changes in the world around them. The need for adjustment extends beyond the classroom to include classmates, instructors, curriculum, any other school activities and background setting of that place. Those who possess the ability to adapt to the ever-changing conditions in their surroundings have the potential to achieve harmonious living and maintain a contented and well-rounded existence. The present study comprised 191 secondary school students of Sirmaur district, Himachal Pradesh. The method used in the current research was a descriptive survey and stratified random sampling technique was utilized in order to organize and collect data on the basis of gender and locality. The Adjustment Inventory for school students, which was established by A.K.P. Sinha and R.P. Singh and incorporates 60 items evenly split between emotional, social, and educational adjustments, was deployed to measure the level of adjustment of the students. From the previous records, academic scores were taken as academic performance of the students. There is no significant difference of adjustment scores between male and female students of secondary school but highly significant difference (t value 4.376) between urban and rural students. girls are more well-adjusted result shows that rural students are more adjusted than urban students as maximum students of rural area are in good category highly negative correlation between adjustment problems and academic achievement scores of secondary school students.

Determinants of Psychological Adaptation Among Brazilian International Students in Portugal

ABSTRACT This research aimed to detect the determinants of psychological adaptation (in terms of satisfaction with life and loneliness) among Brazilian international students living in Portugal. We used a sample of 174 Brazilian international students. The integration and contact hypotheses were supported. Academic achievement and social support scores were significantly and positively associated with psychological adaptation. Acculturation factors accounted for a larger proportion of the explained variance in satisfaction with life and loneliness than socio-demographic characteristics. In addition, sociocultural adaptation difficulty mediated the relationships of perceived discrimination and both indicators of psychological adaptation. Suggestions for future investigation are highlighted.

Transactional Distance’s Influence on Students’ Social, Cognitive, Teaching Presence, and Academic Achievement

ABSTRACT The study aimed to investigate how different levels of transactional distance impact students’ perceptions of social, cognitive, and teaching presence, as well as their academic achievement. The research involved 72 students from a state university’s education faculty and used a 3 × 2 factorial design, with structured, semi-structured, and unstructured online environments provided, all with a “high” dialog dimension according to transactional distance theory. These environments were established based on the fuzzy analytic hierarchy process. Over 15 weeks, students in the three experimental groups received education through these online environments. The study found no significant difference in academic achievement scores or community of inquiry scale scores among the groups. Students reported positive perceptions of the online environments they were in. The satisfaction they experienced in the online environment was influential in the absence of differences in academic achievement scores and community of inquiry scale scores among the groups. In conclusion, high dialog, provided at different levels of transactional distance, effectively eliminated potential differences arising from the structural dimension among the groups. If dialogue is kept at the maximum level in online environments, transactional distance that may arise from the structure dimension can be prevented.

Development of Academic Achievement in Systemic Anatomy Course Through Flipped Classroom Teaching

Background and Aims: With the rapid development of modern information technology, the popularization of computers and networks not only changes the way of entertainment but also has a profound impact on the reform of teaching. With the diversification of knowledge acquisition methods, traditional teaching ideas and teaching methods have to face reform. The traditional infusing teaching method does not give play to the students' subjectivity, but also seriously blows the students' enthusiasm for learning. The flipped classroom teaching approach, on the contrary, pays more attention to the principal position of students, transforms the one-way transfer of knowledge in traditional teaching into a two-way interaction between teachers and students, to help students better understand and master knowledge, promotes the internalization of knowledge, and enhance students' learning initiative. The purposes of this study were; 1) To develop learning activities for the flipped classroom teaching approach in the Systemic anatomy course and 2) To compare academic achievement scores between pre-test and post-test using the flipped classroom teaching approach. And 3) To study the students’ satisfaction with the flipped classroom teaching approach in the Systemic anatomy course. Methodology: The sample consisted of 40 first-year students of Luzhou Vocational College of Medical Devices. In the first semester of 2023. Obtained by cluster random sampling technique. Research tools are used in lesson plans, academic achievement tests, and satisfaction questionnaires. In data analysis including percentages, means, standard deviations, and paired t-tests. Results: The results of the study were as follows; 1) The development of learning activities for the flipped classroom teaching approach in the Systemic anatomy course has an average suitability value for all plans equal to 4.31, which is at a high level. 2) Students who studied using flipped classroom teaching approach learning activities had higher academic achievement scores post-test than pre-test at a statistical significance of.05 and 3) Students who learned using the gamification teaching model had overall satisfaction at a high level. Conclusion: The Systemic Anatomy course's flipped classroom teaching strategy greatly increased students' academic progress and garnered high marks from them, according to the study. The post-test results were much higher than the pre-test results, and the learning activities that were devised were highly appropriate.

<p>Applying the Dual Deficit Model: Do Students’ Test Preparation Strategies Moderate the Relationship between Test Anxiety and Students’ Academic Achievement?</p>

Introduction. Understanding the mechanism through which test anxiety impacts students’ learning outcomes is critical to its management. Test preparation strategies are associated with test confidence and could also affect students’ academic achievement. However, previous studies have underplayed the role students’ test preparation strategies could play in the associations between test anxiety and their academic achievement. Hence, the moderating roles of students’ test preparation strategies on the relationship between test anxiety and students' academic achievement were explained by framing our study within the dual deficit model. Method. The cross-sectional research design was adopted, and 248 secondary school students constituted the sample. Results. The major findings revealed significant negative relationships between the worry and the cognitive test anxiety subscales and students’ academic achievement scores. Furthermore, there was a joint significant negative relationship between the components of test anxiety and students’ academic achievement, whereas students’ test preparation strategies was not a significant moderator. Discussion and Conclusion. Our findings indicate that learning strategies deficits may not significantly impact the effects of attentional-cognitive deficits on students’ academic achievement. It is concluded that cognitive-attentional deficit could defy strengths that may come from test preparation strategies.

The Effect of Teaching the Secondary School 7th Grade Cell and Division Unit with Concept Map on the Academic Success of Students

This study aims to determine the effect of teaching the “Cell and Divisions” unit in the science course with concept maps on the academic achievement of 7th grade middle school students. In order to achieve the stated purpose, a mixed method approach using an explanatory sequential design was used. The study group of the research consisted of 30 middle school students studying in the 7th grade. Convenience sampling method was used in sample selection. In this five-week long implementation, the control group was taught by the teacher according to the current science curriculum in the textbook, while the experimental group was taught a lesson enriched with concept maps. Quantitative data were obtained with the Science Attitude Scale (SAS) and the Cell and Divisions Achievement Test (CCDAT). The “Semi-structured Interview Form” developed by the researchers was used as a qualitative data collection tool. Descriptive statistics, Mann Whitney U test and Wilcoxon Signed Rank test were used to analyze quantitative data. Qualitative data were analyzed descriptively by content analysis method. In the post-application analysis results, while there was no statistically significant difference between the pretest results of the control and experimental groups, statistically significant results were found in favor of the experimental group in the post-test academic achievement scores. Interviews with the students revealed that concept maps contributed significantly to their learning.

Enhancing Thai student-teacher problem-solving skills and academic achievement through a blended problem-based learning approach in online flipped classrooms

The study aimed to develop a learning model that enhances Thai student-teacher problem-solving skills (PSS) and academic achievement (AA) through a blended problem-based learning (PBL) approach in online flipped classrooms. Phase 1 consisted of the design of the Flipped PARSER (problem-attempt-research-solutions-evaluation-reflect) Model (FPM) through the study of documentation and research. Phase 2 involved using nine experts to assist with the model's development and evaluation using in-depth interviews and content analysis. Phase 3 involved the application and use of the FPM by 30 student-teachers, from which their AA, PSS, and satisfaction were evaluated against the control group of 31 participants. The results from the nine experts' input on the FPM design were significant. Instructor activities included selecting content, media, materials, and their design and development. Other components included learning activities, tools, lesson delivery, and evaluation. Also, PBL methods were again confirmed as an instrumental pedagogy in teaching PSS. When combined with online learning and flipped classrooms, the study's results were higher than those using traditional classroom methods. The study contributes to the literature by determining that online teaching models effectively teach PSS and raise AA scores.

ENHANCING STUDENTS’ ACADEMIC ACHIEVEMENT IN BASIC SCIENCE: THE ROLE OF ASSESSMENT FOR LEARNING, CLASSROOM MANAGEMENT, AND TEACHER-STUDENT RELATIONSHIPS

This study explored how assessment for learning, classroom management strategies, and teacher-student relationships predict students' academic achievement in Basic Science among students in Enugu State. The correlational survey design was employed in the study. The population of the study comprised 21,989 JSS III Basic Science students for the 2022/2023 academic session in public secondary schools. A sample of 400 students determined using Taro Yamen's (1967) formula and drawn through a multi-stage sampling procedure was used for the study. Data was collected using the Assessment Quality Enhancement Scale (AQES) and the Basic Science Academic Achievement Proforma (BSAAP). The internal consistency of the AQES was determined using Cronbach's Alpha reliability method, yielding a reliability estimate of 0.84. The BSAAP, on the other hand, collected existing academic achievement scores of sampled students in Basic Science from their 1st and 2nd term results for the 2022/2023 academic session. Data was analyzed using regression analysis. Results revealed significant predictive relationships between teachers' use of assessment for learning, classroom management approaches, teacher-student relationships, and students' academic performance in Basic Science. Specifically, the correlation coefficients (R) of assessment for learning, classroom management, and teacher-student relationships were 0.53, 0.51, and 0.41, with predictive powers of 28%, 26%, and 16%, respectively. These findings highlight the importance of ongoing teacher professional development, curriculum reform initiatives, and supportive school environments in fostering academic success in Basic Science. The implications of these results underscore the critical role of effective teaching practices and positive teacher-student interactions in enhancing students' academic achievement.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0258/a.php" alt="Hit counter" /></p>

Reframing Research and Assessment Practices: Advancing an Antiracist and Anti‐Ableist Research Agenda

AbstractEducators and researchers strive to build policies and practices on data and evidence, especially on academic achievement scores. When assessment scores are inaccurate for specific student populations or when scores are inappropriately used, even data‐driven decisions will be misinformed. To maximize the impact of the research‐practice‐policy collaborative, every stage of the assessment and research process needs to be critically interrogated. In this paper, we highlight the need to reframe assessment and research for multilingual learners, students with disabilities, and multilingual students with disabilities. We outline a framework that integrates three critical perspectives (QuantCrit, DisCrit, and critical multiculturalism) and discuss how this framework can be applied to assessment creation and research.

The Effects Of Interactive Instructional Television On Upper Basic Students’ Academic Achievements In The Hausa Language

The study is titled “The Effects of Interactive Instructional Television on Upper Basic Students’ Academic Achievement in Hausa Language. The study was quasi-experimental and specifically, the non-equivalent comparison group design was adopted. The study used 120 Upper-Basic II from Minna Educational Zone, Niger State. The study answered two (2) questions and tested two (2) null hypotheses. Hausa Language Achievement Test (HALAT) was the data collection instrument. Expert duly validated the instrument and has a reliability coefficient index power of 0.780. The mean and standard deviation were equally used to answer the questions raised by the study. The independent sample t-test was used to test the study’s null hypotheses at 0.05 alpha. The study discovered significant differences between the academic achievement scores of the experimental and the comparison groups. By implication the upper basic students taught Hausa language with interactive instructional television outperformed their counterparts taught with lecture technique. The study found that gender does not affect the performances of the experimental group signifying that the students who were taught the Hausa language with interactive instructional television performed credibly well irrespective of their gender. In light of the above, the study recommends Hausa language teachers should be encouraged to use interactive instructional television in their classrooms for their students’ optimum academic excellence in Niger State; Niger State government, through the Ministry of Education, donor Agencies and influential individuals should support and provide all the funds needed for the procurement and maintenance of instructional television for maximum efficiency and service delivery.

Relationship among Secondary School Students’ Physics Academic Achievement Scores, Conceptual Knowledge and Problem-Solving Skills

The study aimed to explore how improving conceptual understanding and problem-solving skills in secondary school students can lead to better academic success in the field of physics. The research utilised a multistage sampling technique, selecting 64 schools as clusters and randomly selecting 2350 male and female students for the study. The focus is on increasing enrolments and enhancing the overall quality of education by improving students' abilities in critical thinking and problem-solving. The ultimate goal is to boost academic achievement and ensure a higher standard of education in the sector. Two self-designed achievement tests were utilised in this research based on the updated Bloom's taxonomy to assess the conceptual understanding and problem-solving abilities of students. Conceptual Knowledge Test (CKT) was of 20 MCQs items whereas the Problems-Solving Skills Test (PSST) consisted on five problem-based supply type questions. The tests were validated by the experts. The pilot study revealed 0.87 of reliability for CKT and 0.67 for PSST. This reliability was verified with Ferguson delta 0.99 for both tests. The item difficulty and discrimination index remained moderate. The significance of the variables was determined using an independent samples t-test, while the correlation between the variables was assessed using the Pearson product moment correlation. The analysis revealed moderately significant relationships between the variables. The study revealed statistically significant gender differences in academic performance, with females outperforming males across all variables examined. Therefore, educators are advised to implement concept learning strategies and problem-based learning approaches in order to improve students' conceptual understanding and problem-solving abilities

The Impact of Social, Emotional, and Educational Adjustment on Academic Performance among Male and Female Residential School Students

Adjustment is a key component of a fulfilling and prosperous life. Achieving a balanced level of life becomes essential as we progress through life to reach a level of equilibrium of adjustment in all spheres of our lives. This holds particular significance during the student years generally and in residential settings particularly, when adjustment patterns can have a substantial influence on educational outcomes. Therefore, the current study aimed to examine the gender difference in social, emotional, and educational adjustment and its combined effect on academic achievement among boys and girls residential school students. Random sampling was used in this study with a sample size of 120 residential school students (60 boys and 60 girls), further divided based on levels of high (30 boys and 30 girls) and low (30 boys and 30 girls) adjustment patterns, studying in 11th and 12th grade at Akal Academy, Baru Sahib. The data were collected by administering an Adjustment inventory (Sinha and Singh, 1971), and GPA for obtaining academic achievement scores. Multiple Linear Regression and the ‘t' test were used to analyze the data. The findings show that boys outperformed their female counterparts in terms of social adjustment. However, there was no significant difference among boys and girls in emotional and educational adjustment. Additionally, the combined effect of social, emotional, and educational adjustment did not significantly impact academic achievement. These nuanced findings throw light on the complex interplay of adjustment patterns and suggest further investigation into its varied impact on academic achievement.

Effectiveness of Learning Formats and Temporal Parameters on Student Academic Achievement in the Digital Age: An Experimental Study

The objective of this study is to investigate the impact of learning formats (online and offline) and temporal parameters on students’ academic achievements and their human capital amid societal digitalization. An experimental approach and quasi-experimental methods were employed, including pre- and post-testing to assess outcomes. Pre- and post-testing were carried out to assess the outcomes. The conducted analysis revealed statistically significant influences of the learning format (F(1, 140) = 10.23, p < 0.01), time (F(1, 140) = 20.45, p < 0.001), and their interaction (F(1, 140) = 8.12, p < 0.05) on academic achievement scores. Statistically significant differences among various learning formats suggest that the human potential of students may be more effectively realized in specific educational environments. These findings underscore that both methods of instruction led to noticeable improvements in student knowledge. Thus, it can be concluded that the teaching had a positive impact on educational indicators in both groups. Importantly, the level of improvement in the experimental group is statistically higher, indicating the potential effectiveness of digital technologies in the field of education. The practical significance of this study lies in providing data on the impact of innovative and traditional education on academic achievements and the human potential of students, contributing to the field of educational research. The scientific value is evident in identifying the statistically significant influence of learning format, time, and their interaction on academic achievements. These results can be utilized in the development of educational strategies and policies, taking into account the effectiveness of various formats.

EXAMINING ACHIEVEMENT GOAL ORIENTATION AND SELFCONCEPT AS PREDICTORS OF SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ANAMBRA STATE, NIGERIA

Achievement goal orientation and academic self-concept to be considered as adaptive learning behaviours have been a debated in educational psychology research. The study aimed to examine achievement goal orientation, and academic self-concept as predictors of secondary school students’ academic achievement in Mathematics in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted predictive correlational research to provide answers to the research questions and testing of the hypotheses. The population of the study comprised 21204 from which a sample of 750 was drawn. Multi-stage procedure was used to select the sample. Standardized research instruments namely; Achievement Goal Orientation Questionnaire (AGOQ) and Self-Description Questionnaire (SDQ) were used for data collection. Students’ Mathematics Achievement Scores (SMAS) from the state-wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. A reliability index of 0.84, 0.72, 0.86, 0.74 and 0.87, for mastery-approach, mastery-avoidance, performance-approach, performance-avoidance and academic self-concept respectively. The standard multiple regression was used to analyze the collected data. The research question 1 was answered using multiple regression. Research question 2 was answered using unstandardized β. Research question 3 was answered using adjusted R2. Research question 4 was answered using standardized β. The null hypothesis 1 was tested using the Ftest for the regression model. The null hypothesis 2 was tested using a t-test for adjusted R2. The null hypothesis 3 was tested using a t-test for β at a .05 level of significance. Findings showed that students’ achievement goal orientation and academic self-concept scores jointly predicted their academic achievement scores in mathematics. It was indicated that mastery avoidance, and work avoidance, relatively and significantly predicted academic achievement in mathematics, while mastery-approach, performance approach, performance avoidance and academic self-concept do not relatively and significantly predict academic achievement in mathematics. Finally, it was recommended that students should adopt achievement goal orientation and academic self-concept in their learning process since the variable had jointly predicted achievement scores in mathematics.

Analysis of Academic Achievement of Graduates from XYZ University in Relation to Career Alignment

The current research outlines the findings of our study on the relationship between the academic achievements of XYZ University (Dehasen University) graduates and the alignment of their chosen career fields. The research results indicate a positive correlation between graduates’ academic performance and suitability in their chosen career fields, as confirmed through the discussion. Graduates with an average academic performance score of ≥ high, as seen in the Cumulative Achievement Score (CPKL) graph, tend to be more suitable in their respective career fields. The result reflects the importance of quality education in preparing graduates for the job market. The study’s primary findings reveal a positive relationship between academic performance and career field suitability. There is a strong correlation between the level of academic achievement graduates attain during their studies and the level of suitability in the career fields they choose after graduation. The results were supported by findings such as CPKL with an average achievement ≤ 3.00, Academic Field Achievement Score (CBAL) findings ≤ 2.50, Non-Academic Achievement Score (CPNAL) findings with an average achievement ≤ 3.20, Work Area Size Achievement Score (CULKL) findings with an average achievement ≤ 3.50, and Job Field Suitability Achievement Score (CKBKL) achievement with an average score ≤ 2.80. Graduates who achieve better academic performance are more successful in pursuing careers in fields that align with their previous study programs. Furthermore, the research also reveals that several determining factors for career field suitability are influenced by the field’s scope, internship experiences, non-academic achievements, and support from the university. Students with a strong interest in specific fields or relevant internship experience tend to find suitable employment more quickly.

Examining Students’ Mental Toughness, Self-Worth and Critical Thinking Skill as Predictors of Academic Achievement in Mathematics in Anambra State, Nigeria

Students’ mental toughness, self-worth and critical thinking skill are strong facilitators and drive for effective learning. The study aimed to elucidate students’ mental toughness, self-worth and critical thinking skill as predictors of academic achievement in mathematics in Anambra State. Four research questions and three null hypotheses guided the study. The study adopted a predictive correlational research design. The population of the study comprised of 21204 SS II students from which a sample of 840 were drawn. Multi-stage procedure was used to select the sample. Three standardized research instruments namely; Mental Toughness Questionnaire (MTQ), Contingencies of Self-Worth Scale (CSWS) and Critical Thinking Questionnaire (CTQ) were used for data collection. Students’ Mathematics Achievement Scores (SMAS) from the state wide promotion examination were used to represent mathematics achievement. Cronbach’s alpha was used to determine the reliability of the items in the instruments. Reliability index were found to be .68, for mental toughness .89, for self-worth, and .74, for critical thinking skill. The data were analyzed using standard multiple regression analyses. The t-test for r, F-test and test of significance for β, were used to test hypotheses at .05 level of significance. Findings from the study showed that using mental toughness scores yielded an adjusted R squared of .008. This implies that predictors accounted for about 0.8% of the variance scores in mathematics academic achievement. Also, that mental toughness significantly predicted academic achievement scores in mathematics since their p-values are smaller than .05, while self-worth and critical thinking scores does not significantly predict academic achievement scores in mathematics since their p-values are greater than .05. Based on these findings, it was recommended that students should endorse the use of mental toughness, self-worth and critical thinking skill since the outcomes of the study have indicated that the variables relatively and jointly contributed in predicting students’ academic achievement in mathematics.

교사의 중재충실도와 학습자의 읽기성취와의 상관관계에 대한 메타분석

Objectives This study aimed to synthesize the average correlations that were found between teachers’ fidelity and reading outcomes in students in the literature on reading intervention in kindergarten to elementary school. It also aimed to examine how potential moderators might affect the degree of correlations between fidelity and reading outcomes.
 Methods A literature search were performed on electronic databases (i.e., Academic Search Premier, Education Source, ERIC, and psycINFO) for dissertations or peer-reviewed articles that examine the relationship between student academic achievement and teacher fidelity score from 2000 to April, 2023. The effect size and overall meta-analysis were analyzed using the ‘meta’ and ‘rmeta’ packages in the R Studio program. To facilitate the interpretation of the analysis results, Fisher's z were converted back to Pearson's r before presenting and interpreting the results.
 Results The results revealed that small positive correlation between teachers’ fidelity and kindergarten to elementary students’ reading outcomes. The correlation effect size was 0.12(r) among 15 experimental studies and 0.24(r) among 10 non-experimental studies. Moderator effects were only statistically significant by types of fidelity components.
 Conclusions I discussed the possible reasons for low correlation between teachers’ fidelity and students’ reading outcomes based on aspects of fidelity measurement used in the studies so far.

Motivation, Self-Efficiency, and Academic Achievement Private Teacher Professional Education Students in Differentiated Learning Courses

Student prospective professional teachers are not enough to equip themselves with scientific content alone but need to balance it with academic motivation and self-efficacy which are useful for the quality of their academic achievements. The aim of this study is to analyze the relationship between academic motivation and self-efficacy with academic achievement. This research is non-experimental research, correlational design with a quantitative approach. The research was conducted with a population of all pre-service PPG totaling 23 students, and all members of the population were sampled. Academic achievement data is the accumulated grades of assignments, midterm, and final semester exams for different learning subjects after 16 meetings. Data on academic motivation and self-efficacy were obtained through a questionnaire. Data on the relationship between academic motivation and self-efficacy with academic achievement were analyzed using multiple linear regression tests. The results of the study show that there is a relationship between academic motivation and self-efficacy with academic achievement. Academic achievement can be predicted with the regression equation y = 76.287 + 0.215x1 + 0.268x2, meaning that an increase in one academic motivation score will increase the academic achievement score by 0.215 (β = 0.433, t(20) = 2.351, p = 0.029), while an increase of one self-efficacy scores will increase academic achievement scores by 0.268 (β = 0.413, t(20) = 2.243, p = 0.036).

Effect of Flipped Classroom Approach on Chemistry Students’ Academic Achievement and Retention in Colleges of Education, Yobe State, Nigeria

This study investigated the effects of flipped classroom approach on Chemistry students’ academic achievement and retention in colleges of education, Yobe State Nigeria. Le Vygotsky’s theory provided the theoritical framework for the study. Two research questions and two hypotheses were formulated to guide the study. A pretest-posttest and postposttest control group quasi-experimental research design was employed in the study. The population of the study comprised of 524 NCE II Chemisty students from two colleges of education in Yobe State. Purposive and simple random sampling techniques were used to select 106 NCE II chemistry students. The experimental group (N=44) were taught redox concepts using flipped classroom approach while the control group (N=62) were taught the same redox concepts using lecture method of teaching. Redox Concept Achievement Test (RECAT) was the instrument used for data collection which was validated and tested for reliability. Mean and Standard Deviation were used to answer the research questions and the hypotheses were tested using independent sample T-test at 0.05 level of significance using SPSS software. The findings of the study revealed that the students taught redox concepts using flipped classroom approach have significantly higher academic achievement and retention scores than those who were taught using lecture method of teaching. Based on the findings, it was recommended among others that Chemistry lecturers/teachers should adopt the use of flipped classroom approach because it is a student-centered learning strategy that improves students’ academic performance.