Abstract
The study examined the efficacy of the flipped classroom on psychomotor skills achievement of basic technology students in Nigeria within the blueprint of the pre-test and post-test non-equivalent control group quasi-experimental and survey research design. Four research questions and six null hypotheses guided the study. The experimental group was taught with the flipped classroom while the control group received instruction with the conventional teaching for eight weeks. Two instruments; Basic Technology Psychomotor Achievement Test (BTPAT) with KR-21reliability coefficient of 0.84 and a structured questionnaire on the Likert type was used for data collection. Results showed that a significant difference exists between the psychomotor skills of students taught basic technology using the flipped method. Although, students in the flipped group perform significantly better than students in the conventional group. Also, a significant difference exists between the psychomotor skills of male and female students with male students performed slightly better than female students. Also, the significant difference exists between high, medium, and low achievers with high achievers perform better than medium and low achievers. The flipped method makes teaching interesting, easy, and students learn at their own pace, it also gives teacher insights into students learning difficulties. It is thus recommended that the flipped classroom approach should be used by basic technology teachers in Nigeria schools