EFFECTIVENESS OF FLIPPED CLASSROOM MODELS ENHANCED BY LEARNING MANAGEMENT SYSTEMS (LMS) FOR TEACHING JUNIOR SECONDARY SCHOOL IN EGOR LOCAL GOVERNMENT AREA.

This study investigated the effectiveness of flipped classroom models enhanced by Learning Management Systems (LMS) for teaching integrated science at the junior secondary school level in Egor Local Government Area, Edo State, Nigeria. Specifically, the study examined teachers’ perceptions of flipped classroom effectiveness, challenges encountered during implementation, the relationship between teacher characteristics and perceived effectiveness, the extent to which LMS features support implementation, and recommendations for optimizing adoption. A descriptive survey research design employing a mixed-methods approach was adopted. The study reveals that while flipped classroom models enhanced by LMS hold considerable promise for transforming science instruction at the junior secondary level in Nigeria, full realisation of their potential is contingent upon addressing infrastructural deficits, providing technical training for teachers, and developing context-sensitive implementation guidelines. It is recommended that educational stakeholders invest in reliable internet infrastructure, structured LMS training programmes, collaborative teacher planning time, and policy frameworks that promote scalable and equitable integration of technology-enhanced pedagogies in Nigerian secondary education