DOI: https://doi.org/10.36344/ccijhss.2024.v10i09.002

Pages: 188-194

University lecturers and students are surrounded by many new technology tools, giving room to use different applications and software for their personal purposes, but using these technologies for educational purposes was very low. However, the teaching and learning processes still depend exclusively on lecture method which make science less interested. Therefore, this study employed Flipped Instructional Strategy to improve students’ interest in sciences among Undergraduate University Students in Zamfara State, Nigeria. The study used Quasi-experimental design. The population of the study comprises of all undergraduate university students studying single honor courses of Biology, Chemistry and Physics for 2022/2023 session from 2 universities in Zamfara State. The sample of the study was 160 students drawn using stratified and random sampling technique. Science Students’ Interest Inventory (SSII) with reliability coefficients of 0.702 was used as an instrument for data collection. The instrument was duly validated by experts. Mean and standard deviation were used to answer the research questions, while ANCOVA was used to test the hypotheses at 0.05 level of significance. The results revealed that there is significant difference in the mean interest scores of undergraduate science students taught general science courses using Flipped Instructional Strategy and those taught using enhanced lecture method. Also, it implies that there is no significant gender difference on interest scores in sciences among undergraduate science students taught general science courses using Flipped Instructional Strategy. It was recommended that science lecturers should be trained by stakeholders on effective procedures for implementing FIS to improve students’ interest in sciences.