Effect of Flipped Learning Strategy on Academic Achievement in Geography among Secondary School Students

Abstract This study looks into how secondary school geography students' academic performance is affected by the flipped learning approach. Flipped learning, which flips traditional teaching by distributing instructional content outside of the classroom and involving students in active learning during class time, has become a promising technique as student-centered instructional approaches gain more attention. Two groups were included in the pre-post experimental research design: one was taught utilizing the Flipped Learning approach, while the other was taught using traditional techniques. Academic success metrics from both the pre- and post-test were utilized to evaluate the intervention's efficacy. The findings revealed that students exposed to the Flipped Learning strategy demonstrated significantly higher academic achievement in Geography compared to those in the control group. The study concludes that the Flipped Learning approach enhances students' engagement, comprehension, and retention of geographic concepts. It recommends that educators incorporate Flipped Learning into Geography instruction to improve student outcomes and foster deeper understanding.