The Influence of Flipped Classroom on Students’ Achievement in Secondary School Geography

Abstract

This study investigates the impact of the flipped classroom model on students' academic achievement in geography. The flipped classroom, characterized by pre-class learning through digital resources and in-class interactive activities, challenges traditional instructional methods by emphasizing active learning and student-centred approaches. This paper examines how implementing this model affects student engagement, conceptual understanding, and overall performance in geography. The findings suggest that flipped classrooms can significantly enhance learning outcomes in geography when appropriately integrated into the school curriculum. The study also highlights potential challenges, such as resource accessibility and teacher preparedness, and proposes strategies to address these barriers.