The Use of Flipped Classroom Approach in Teaching Mathematics in Parang National High School – Main Campus

This research explored the adoption of the flipped classroom approach within the junior secondary level learners at Parang Senior Secondary School – Main Campus, located in Parang, Sulu. The study adopted a descriptive-correlational research design, which, as noted by Gay (1976), entails collecting information to test proposed hypotheses and explore issues related to the current condition of a specific topic. This method was selected as it best suited the study's aim of examining relationships and answering key research questions. A total of 100 students were intentionally chosen through purposive sampling. Findings revealed that the majority of participants were 13–14 years old, primarily female, and came from households where parents had completed only secondary education. Overall, students viewed the flipped classroom as helpful for learning mathematical concepts, engaging with video content, and fostering independent study skills. While some preferred traditional instruction, most responded positively to the flipped model. Notably, age and grade level influenced student participation in flipped learning, while gender and parental education did not. The study also found strong correlations between understanding new concepts, video-based learning, and self-guided study, underlining the importance of structured content and classroom support in this instructional model.