EFFECT OF FLIPPED CLASSROOM APPROACH ON HIGHER SECONDARY STUDENTS’ ACADEMIC PERFORMANCE

Abstract

This study explored the effect of FCA on academic performance of students at higher secondary level. The study 
based on quasi-experimental research design. Students of intervention group were taught to focus the filliped 
classroom approach while control group taught through traditional method. The study sample comprised 30 to 40 
education students of secondary school from Lahore, Pakistan. After three months of teaching through FCA, 
assessment was conducted to find the effect of FCA. The intervention was conducted through online component as 
well as formal classroom activities. However, other group was taught by lecture method. Reliability and validity of 
the instrument was also ensured. The ANCOVA analysis after data collection was made through SPSS. It was 
depicts by the research findings that intervention and control group in terms of academic achievement was 
significantly differ.