Marivic T. Rejas¹, Denis A. Tan^1,

The flipped classroom approach allows students to watch teacher-made video lessons outside classes on an online platform called Edpuzzle, answer embedded questions, and perform tasks before synchronous class. The study assessed the academic performance and engagement in Mathematics of Grade 10 students through the flipped classroom (FC) in a synchronous learning environment. It aimed to a) ascertain students' academic performance in Mathematics, b). determine the level of students’ engagement in Mathematics in terms of; cognitive, behavioral, emotional, and social engagement; c) determine if there is a significant difference between the academic performance of students in Mathematics; and d) examine the significant difference between the level of engagement of students in Mathematics. This study used the quasi-experimental research design. It was conducted at Valencia National High School with the Grade 10 students as participants. The student's academic performance and engagement in Mathematics were gathered using validated instruments to answer the research problems. Results showed that students' mean academic performance in both groups were very low in the pre-test. However, in the post-test, FC group showed an increase in performance, making to the high level, and non-FC group showed a slight increase making it to a low level. Although there has been a slight increase in the mean of the FC group in their engagement, both groups showed positive engagement toward Mathematics. Analysis of Covariance (ANCOVA) revealed a significant difference in students' academic performance in terms of post-test, while no significant difference was found in their engagement in Mathematics. Students in the FC group performed better in the post-test. However, both groups were comparably engaged in learning Mathematics.

academic performance, engagement, mathematics, flipped classroom, synchronous learning environment