The traditional approach to teaching mathematics often limits student engagement and active participation, which are crucial for meaningful learning. In recent years, the flipped classroom model has emerged as a transformative pedagogical strategy that seeks to address these limitations by reversing the conventional learning structure. This study investigates the impact of the flipped classroom approach on students’ academic achievement in mathematics at the junior high school level in Ghana. A quasi-experimental design was employed, involving two groups: an experimental group taught using the flipped classroom model and a control group taught through traditional methods. Data were collected using achievement tests administered before and after the intervention. The results revealed that students who were exposed to the flipped classroom approach performed significantly better in mathematics than their counterparts in the control group. The findings suggest that the flipped classroom strategy enhances student engagement, promotes independent learning, and leads to improved academic outcomes. This study, therefore, recommends the integration of the flipped classroom model into the mathematics curriculum to foster deeper understanding and boost achievement, especially in contexts where traditional teaching dominates.

Keywords: flipped, Pre-class activities, in-class activity.