INTERNATIONAL JOURNAL OF STUDENT PERFORMANCE AND EDUCATIONAL RESEARCH

Abstract

This study investigated the effectiveness of flipped learning in enhancing student achievement in Physical Science among Grade 12 students of Quinapondan National High School, Eastern Samar, Philippines, during the School Year 2024–2025. A quasi-experimental design was employed, utilizing intact classes divided into an experimental group and a control group. The experimental group was taught through flipped learning, while the control group received instruction using conventional methods. Both groups completed a pre-test and a post-test to measure learning outcomes. Findings revealed that students exposed to flipped learning demonstrated significantly greater improvement in their achievement compared to those taught using traditional lecture-based instruction. Results confirmed that flipped learning provides a more engaging and impactful approach to teaching Physical Science, offering evidence of its superiority over conventional teaching methods.The study concludes that flipped learning is an effective pedagogical strategy that enhances student performance in Physical Science. It is recommended that teachers adopt this approach to address diverse learner needs, while school heads and administrators provide support and professional development to equip teachers with the skills needed for its integration. Furthermore, future research should explore the long-term effects of flipped learning across various subjects and grade levels to strengthen its application in different educational contexts.