Effects of Flipped Learning Method on Students Achievements in Numerical Functions in Technical High Schools in Mezam Division - Cameroon

The purpose of the study was to investigate the effects of the flipped learning method in enhancing students’ achievements in numerical analysis. It was carried out in Mezam Division of the North West Region of Cameroon and involved all final year students in technical high schools. The study adopted the pretest-posttest non-equivalent control group design. Ninety students drawn from a population of 536 students and grouped into one experimental of 41 students and one control group of 49 students, constituted the sample of this study. Data was collected using a Numerical Functions Achievement Test (NFAT). The Kudder-Richardson 20 (K-R 20) reliability of the NFAT was found to be 0.83. Mean was used to answer the research questions while ANCOVA was used to test the hypotheses. The findings showed that the flipped learning method was effective in enhancing students’ achievements in numerical functions. In relation to gender, the flipped learning method was more effective in enhancing the mean achievement score of female students than that of male students. Based on the findings, it was recommended among other things that technical school mathematics teachers in Cameroon should adopt the use of the flipped learning method in teaching numerical functions.