Flipped Learning Instructional Material (FLIM) and the Academic Performance of Grade 10 Students in Araling Panlipunan in the Largest National High School

Integrating appropriate instructional materials in teaching is a powerful tool to enhance student learning. The Flipped Learning is a new pedagogical approach wherein students utilize video lectures or readings outside the classroom and interactive activities during in-class activities as an instructional content that promotes deeper understanding and application of concepts. This study employing experimental design ventured the development and validation of Flipped Learning Instructional Material (FLIM) as an instructional model that delivers the lesson content outside of class through videos, digital educational games and readings or in class activities such as collaborative and interactive exercises. The integration of Flipped Learning in STE education faces several challenges specially in the field of Social Studies. Educators need to consider these challenges to enhance student engagement, encourages independent learning and develop critical thinking. The importance of flipped learning in STE education is the ability to promote active learning and caters varied learning needs and paces of students. A study by O’Flaherty and Phillips (2015) found that students in flipped Science, Technology, and Engineering (STE) classrooms demonstrated higher motivation and improved assessment performance compared to those in traditional classrooms. Implementing flipped learning for STE students necessitates a strategic, phased approach. Educators should start by creating and curating high-quality digital content and instructional materials. The study suggests that this teaching method could enhance academic performance, making it a valuable consideration for educators looking to adopt innovative strategies to improve student learning outcomes.