Effects of Computer-Based Concept Mapping and Flipped Classroom Strategies on Upper Basic Social Studies Students' Performance in Ilorin Metropolis, Nigeria

Abstract

The decline in students' academic results in Upper Basic Social Studies in Ilorin, Nigeria, remains a concern for educators and policymakers. Data from ten years of BECE results (2015–2024) show consistently low performance, with only an average of 12. 12.25% of candidates achieving Grade A (Excellent). This is largely due to dependence on teacher- centered methods. This study examined how computer- based concept mapping (CBCM) and the flipped classroom (FC) influence students' performance in Ilorin, Kwara State. CBCM uses computer tools to help students visually organize concepts hierarchically, while the flipped classroom shifts direct instruction outside class through recorded videos, leaving class time for active engagement. Four research questions and hypotheses at the 0. 05 significance level guided the study. A quasi- experimental design with a pretest and posttest was used, involving 117 Upper Basic II students from three schools in Ilorin, divided into three groups: CBCM (34 students), FC (31 students), and traditional method control (52 students). Data collection used a validated 30- item Social Studies Performance Test (SSPT), with a reliability coefficient of 0. 0.78. Three instructional packages covering five topics over six weeks were used as treatments. Data analysis included descriptive statistics and ANCOVA with Scheffé post hoc tests, controlling for pretest scores. Results revealed that: (i) CBCM significantly improved performance, F(1, 83) = 20. 339, p <. .05, η ² =. .197, with the CBCM group averaging 67. 26 on the posttest (+ 20. 34. 09 gain) versus 46. 58 in control; (ii) FC also significantly enhanced scores, F(1, 80) = 47. 303, p <. .05, η ² =. .372, with the highest posttest mean of 83. 10 (+ 14. 48. 65 gain); (iii) overall group differences were significant, F(2, 113) = 30. 366, p <. .05, R ² =. .382, with post hoc comparison showing FC> CBCM> Control, all differences significant; (iv) gender did not influence results significantly, F(2, 110) = 0. 773, p >. .05, indicating both methods benefit males and females equally. The study concludes that CBCM, and especially the flipped classroom, is more effective than traditional methods in improving Social Studies performance, with the flipped classroom being the most effective. It is recommended that teachers adopt both strategies routinely and that professional development programs be expanded to equip teachers with the skills to implement these technology- driven, learner- centered approaches effectively.