Flipped Classroom Approach as an Effective Teaching Strategy in a Science High School

Abstract

This quasi-experimental study evaluated the effectiveness of the flipped classroom approach in teaching the subject, Understanding Culture, Society, and Politics (UCSP), to science high school students at Tagbilaran City Science High School, Bohol, Philippines. The study focused on assessing student engagement, comprehension, and academic performance. A total of 30 Grade 12 students participated, with 15 students assigned to a control group taught through the traditional lecture method and 15 to an experimental group using the flipped classroom approach. The results revealed a statistically significant improvement in the posttest scores of students in the flipped classroom group compared to those in the traditional lecture group. This finding highlights the potential of flipped
classrooms to enhance active learning and performance, particularly for high-performing students. Despite the limited sample size, the study underscores the value of innovative teaching strategies in interdisciplinary courses like UCSP. Future research should explore the scalability of this model to non-science high schools and diverse educational contexts.