Flipped Hybrid Learning Model, Academic Achievement and Retention

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The study explores the impact of a flipped hybrid learning model on students' academic achievement and retention in Physics in Akwa Ibom, Nigeria. Utilizing a quasi-experimental design, it involved 184 students and employed a researcher-made instrument for data collection. Results indicated that this learning model significantly improved academic performance and retention, with urban students outperforming those from rural areas. Gender did not affect mean achievement scores, although male students exhibited higher retention scores than females. Overall, the model proved effective in enhancing student performance.