Abstract :
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.
Keyword :
Keywords: Flipped Classroom Approach (FCA), Academic Performance (AP)