Effect of flip teaching approach on college of education students’ interest and achievement in ordinary differential equation in south-south geo-political zone, Nigeria.

The study investigated the effect of flip teaching approach on College of Education students’ interest and achievement in Ordinary Differential Equation (ODE) in South-South Geo-Political Zone, Nigeria. The study used a pretest-posttest non-equivalent group quasi-experimental design, wherein two research questions and two hypotheses addressed the design. Purposive sampling was used to choose 78 NCE III students from two intact and control classes. The ODE Interest Scale (ODEIS) and ODE Achievement Test (ODEAT), whose reliability indices were determined using Cronbach Alpha and Kuder-Richardson-20 techniques, were used to collect the data. The mean as well as the standard deviation were used to examine the data, and ANCOVA was used to test the hypotheses at the.05 level of significance. The findings demonstrated that, in comparison to standard teaching methods, the flip teaching technique had a considerably positive impact on students' interest in and achievement in ordinary differential equations. Therefore, it was suggested that ordinary differential equations be taught and learnt in colleges of education using the flip teaching approach.