Evaluating the Effectiveness of the Flipped Classroom Approach on Academic Performance in Senior High School HUMSS Students: A Systematic Literature Review
Description
Abstract This systematic literature review examines the effectiveness of the Flipped Classroom Approach (FCA) on academic performance in Humanities and Social Sciences (HUMSS) Senior High School students. Traditional methods of instruction, often criticized for fostering passive learning, limit student engagement and critical thinking, which are essential in HUMSS subjects such as social science, philosophy, and political science. The Flipped Classroom Approach, by restructuring learning to emphasize self-paced, pre-class preparation and interactive in-class activities, offers a promising alternative to the lecture-centered model. Through a comprehensive review of literature selected based on PRISMA guidelines, four studies were analyzed to assess the impacts of FCA on student motivation, teacher adaptability, critical thinking skills, and technological proficiency. The findings reveal that the Flipped Classroom Approach enhances engagement, motivation, and academic performance, with students showing greater improvement in critical thinking and test scores compared to traditional methods. However, the effectiveness of FCA also depends on factors such as teacher adaptability, technological access, and pedagogical proficiency. The review suggests that FCA is particularly beneficial in fostering higher-order thinking and active learning, crucial for HUMSS subjects. While the study confirms the positive impact of FCA, gaps remain regarding its long-term effects and comparative studies across academic disciplines. Future research should focus on these areas to provide a comprehensive understanding of FCA’s applicability and potential to enhance learning outcomes for HUMSS students.