Abstract

This quasi experimental study compared the effectiveness of flipped and supplemental classrooms in enhancing students’ academic performance in a traditional African setting. It also examined the difference in the effectiveness of flipped and supplemental classrooms in improving Economics students’ retention ability. The sample size was made up of three intact classes of secondary students in Senior School Two (SS 2) in Osun State, Nigeria. Two research hypotheses were formulated for the study. The collected data were analyzed using ANCOVA. The result revealed that there is no significant difference in the effectiveness of flipped and supplemental classrooms in enhancing students’ academic performance in the study area. The study also revealed that there was a significant difference in the use of flipped and supplemental classrooms in improving students’ retention ability. The study concluded that flipped and supplemental classrooms had no significant difference in their effectiveness.