Enhancing Students’ Academic Achievement in Chemistry through Flipped Learning at Secondary Level

Chemistry is vital for scientific literacy, yet traditional teaching methods often fail to engage students effectively. This study explores the impact of the flipped classroom strategy (FCS) on academic achievement in secondary-level chemistry. A quasi-experimental design compared control and experimental groups (n = 78) using pre- and post-tests developed via Bloom’s taxonomy and validated for reliability (Split-Half coefficient = 0.901). Conducted over 10 weeks in Haripur District with 10th-grade female students, the findings revealed that FCS significantly enhanced performance among both high and low achievers. The study concludes that flipped learning fosters active engagement and improved outcomes in chemistry education. Teachers are encouraged to integrate FCS through pre-class videos and active in-class activities for enhanced student achievement.