Enhancing Science Learning Achievement among Ninth Grade Government School Students using the Flipped Classroom Approach: An Action Research Study

Objective: This action research aimed to identify learning gaps among ninth-grade government school students in Science and address them using the Flipped Classroom approach. The study specifically focused on enhancing student achievement in the unit on 'Heat' within the Physics curriculum. Methodology: The study utilized a Single Group Pre-test Post-test Design. A sample of 58 students from Government Higher Secondary School (GHSS), Palayakottai, was selected for the study. Data were collected using a researcher-developed 25-item objective test administered before and after the intervention. Intervention Strategy: The intervention involved moving direct instruction outside the classroom through educational videos, which students watched via the school’s Hi-Tech Lab or parental mobile devices. Classroom time was transformed into an active learning environment dedicated to hands-on experiments, group discussions, and immediate doubt clarification. Results: Statistical analysis revealed a significant improvement in student performance. The mean score increased from 32.90 in the pre-test to 59.59 in the post-test. A learning achievement gain of 81.13% was recorded. Furthermore, the calculated Cohen’s d effect size was 2.23, indicating that the Flipped Classroom approach had a profound positive impact on the students' scientific learning achievement. Conclusion: The study concludes that implementing modern pedagogical strategies like Flipped Learning is highly feasible in government school settings. It successfully reduces student anxiety toward Science, promotes self-learning habits, and significantly bridges learning gaps, particularly among slow learners. Keywords: Flipped Classroom, Action Research, Science Learning, Government School, Learning Achievement, Heat.