Flipped Classroom: Its Effect on Students’ Performance and Experiences in Learning Cha-Cha-Cha Dance

This study examined the effectiveness of the Micro-flipped Classroom Approach in improving Grade 9 students’ Cha-Cha-Cha dance performance and learning experiences at Bankal National High School, Lapu-Lapu City, during the school year 2025–2026. Using a one-group pretest–posttest design, the study involved 40 students selected through cluster sampling and a four-week intervention combining instructional videos with guided classroom practice. Data were collected using a validated dance performance rubric, a learning-experience questionnaire, and semi-structured interviews and were analyzed through descriptive statistics, a paired-samples t-test, and thematic analysis. Results revealed substantial improvement in students’ overall performance, progressing from Developing (M = 1.77) to Advanced Mastery (M = 3.52). Total performance scores increased from 7.10 to 14.07, indicating a statistically significant difference (t = −20.18, p < .001). Three major themes emerged: Drivers of Positive Learning, Improved Focus, and Promotes Passion and Active Engagement. The findings indicated that the approach was associated with improved dance competencies, motivation, confidence, and classroom participation. Consequently, integrating the proposed enhanced lesson plan into MAPEH instruction was recommended to strengthen performance-based learning. However, the single-school sample and absence of a comparison group limited generalizability and causal interpretation. The study contributed context-specific evidence supporting technology-integrated dance instruction and offered practical guidance for improving instructional strategies, student engagement, and skill development in Physical Education.