EFFECT OF FLIPPED CLASSROOM AND PEER TUTORING STRATEGIES IN IMPROVING STUDENT ACHIEVEMENT AND RETENTION IN BASIC SCIENCE IN GARKO LOCAL GOVERNMENT AREA OF KANO STATE.

ABSTRACT This study investigated the effect of flipped classroom and peer tutoring strategies on students' achievement and retention in Basic Science in Garko Local Government Area of Kano State. The study was motivated by the persistent low academic performance and poor retention of scientific concepts among junior secondary school students, which are often attributed to the use of conventional teaching methods. A descriptive survey research design was adopted for the study. The population comprised Junior Secondary School students in Garko Local Government Area, while students from GJSS Buda and GJSS Sarina were selected as the sample. Data were collected using a structured questionnaire designed to obtain students' perceptions of flipped classroom and peer tutoring strategies. The data collected were analyzed using descriptive statistics such as frequencies and percentages. Findings revealed that a majority of the students perceived the flipped classroom model as effective in enhancing their understanding, motivation, and academic performance in Basic Science. Similarly, peer tutoring was found to improve students' confidence, knowledge retention, and overall achievement through collaborative learning and active participation. The study further indicated that the combination of flipped classroom and peer tutoring strategies provides a more engaging and supportive learning environment than traditional teaching methods. Based on the findings, it was concluded that the adoption of these learner-centered instructional strategies can significantly improve students' achievement and retention in Basic Science. The study therefore recommended that teachers, school administrators, and educational policymakers encourage the integration of flipped classroom and peer tutoring approaches into Basic Science teaching to enhance learning outcomes and promote scientific literacy among students.