INVESTIGATING THE EFFECT OF FLIPPED CLASSROOM ON GRADE 8TH STUDENTS ENGAJEMENT AND ACHIEVEMENT IN SALAYISH PRIMARY AND MEDIUM SCHOOL, ADDIS ABABA, ETHIOPIA

Abstract
This study investigates the effectiveness of the flipped classroom approach at Salayish Primary and Medium School in Addis Ababa, Ethiopia, employing a mixed-methods design to investigate its impact on student achievement, engagement, and implementation challenges. Stratified and purposive were applied and data collected by questionnaire, pre-test and posttest, focus group discussion and classroom observation. Quantitative analysis of pre- and post-test scores revealed a statistically significant improvement in academic achievement particularly in General Science subject, while qualitative insights from surveys and interviews highlighted enhanced student engagement, self-paced learning, and conceptual understanding. The results from quantitative and qualitative analysis shows that flipped classroom approach have a positive impact on students’ academic performance, better interaction, and student engagement in Salayish Primary and Medium school. In this study the application of filliped class room model helps to students to establish better interaction and understanding of challenging concepts, improve student engagement and achievement and exposure to self-interaction in Salayish Primary and Medium school. Recommendations includes teachers should be receive ongoing training to support students, students should be develop self-directed learning skills, time management and accountability for completing pre-class assignments, School administrators should be develop frame works that support filliped class room implementation.
Key words:-Academic achievement, Flipped classroom, Implementation Challenges, Student engagement