FLIPPED CLASSROOM APPROACH IN TEACHING NEWTON’S LAWS OF MOTION: ENHANCING THINKING AND PROBLEM-SOLVING SKILLS

This study determined the effectiveness of the flipped classroom approach in teaching Newton’s Laws of Motion to Grade 9 students at Sacsac Integrated School, Carcar City, Cebu, during the 1st Quarter of School Year 2026-2027, as a basis for a proposed Flipped Classroom Lesson Exemplar on Newton’s Laws of Motion. This study used a mixed-methods research design, specifically a quantitative explanatory sequential design. The explanatory sequential design fit this study because it enabled the researcher to first assess the efficacy of the flipped classroom approach through pre-test and post-test outcomes before delving deeper into students’ experiences. The pre-test results revealed that students were at the developing level, indicating problems understanding the lesson on Newton’s Laws of Motion across the three competencies. The post-test results indicated that the students attained the Proficiency level. This suggests that implementing the flipped classroom approach led to greater progress and demonstrated greater proficiency. Furthermore, after the intervention, students' performance in Newton’s Laws of Motion showed a statistically significant difference between pretest and posttest scores, and the flipped classroom approach enhanced engagement and learning effectiveness compared with traditional teaching. Thus, incorporating the Flipped Classroom Approach into science teaching effectively enhances academic achievement and promotes deeper understanding among Grade 9 learners.