Flipped Learning Strategy and Lecture-Based Teaching: Effects on Students’ Academic Achievement in Chemistry

Strengthening students’ understanding and performance in chemistry remains a top priority in Philippine senior high schools, underscoring the urgent need for effective and innovative teaching strategies. The purpose of this study was to investigate how two distinct teaching philosophies, flipped learning (FLS) and lecture-based teaching (LBT), influence the chemistry performance of grade 11 STEM students. With a quasi-experimental design, 70 students were divided into FLS (treatment) and LBT (control) groups. Academic achievement was assessed on the basis of pre- and post-tests using a 50-item multiple-choice test, and data were analyzed using paired sample t-tests and ANCOVA. Findings indicated that both groups made considerable improvement following the intervention. The FLS group, however, recorded considerably higher post-test scores (M = 31.82, "Fairly satisfactory") compared to the LBT group (M = 26.51, "Did not meet expectations"), and a statistically significant difference (p < 0.05) was found. The implication is that FLS is more effective in promoting greater understanding, increased engagement, and better achievement in chemistry than conventional lecture-based teaching. It is suggested that science teachers embed Flipped Learning in the classroom as a means to increase active learning and engagement. Subsequent studies can focus on how FLS and other student-focused strategies are used together to achieve optimal learning results for various science subjects.