Senior High School Students' Perception and Conceptual Understanding in Physics in a Flipped Classroom Environment

This quasi-experimental research investigates the impact of the Flipped Classroom Method on Senior High School Students' Conceptual Understanding in General Physics II, employing a match-pairing technique for respondent selection. The study, conducted at Bataan National High School Senior High School, focuses on students' perceptions in learning physics through the flipped classroom. Utilizing pre-and post-tests, along with statistical analyses such as independent-sample tests and t-tests, the findings reveal positive effects on motivation, conceptual understanding, and exam preparation in the flipped classroom group. The flipped classroom fosters active participation despite increased 'burden and pressure' due to heightened preparation time. While overall satisfaction and interest in physics remain unaffected, the nuanced benefits suggest that the flipped classroom model may not universally impact all aspects of students' physics learning experiences. Supporting the alternative hypothesis, the study affirms that the Flipped Classroom Approach enhances students' conceptual understanding, particularly at the evaluation level of Bloom's Taxonomy. The research highlights the importance of qualitative insights for a comprehensive understanding of students' perceptions in both learning environments, emphasizing positive influences on satisfaction levels, conceptual understanding, and certain aspects of student engagement in the flipped classroom.