Abstract
This study examined the effectiveness of the flipped classroom (FC) approach in enhancing the learning of Plane and Spherical Trigonometry with Solid Mensuration among first-year civil engineering students at the University of Antique. This study employs a quasi-experimental posttest-only control group design. The study compared student perceptions and academic performance under traditional and flipped instructional methods. Findings revealed significantly higher posttest scores for students exposed to the flipped classroom model, indicating improved mastery of mathematical concepts. Students also reported very high levels of engagement, clearer understanding of course content, enhanced problem-solving skills, and greater motivation in the flipped environment. Although collaboration yielded mixed perceptions, the overall results suggest that the flipped classroom is a highly effective pedagogical strategy for strengthening conceptual understanding and analytical skills in engineering mathematics. The approach effectively reverses traditional lecture-homework dynamics by enabling pre-class content review and in-class collaborative problem-solving, fostering critical thinking and analytical competence. The study recommends wider implementation of flipped learning to enrich mathematics education in higher education, particularly in challenging engineering subjects, encouraging educators to adopt this model to advance student outcomes, motivation, and readiness for professional practice. These results align with international trends that emphasize active learning, digital literacy, and student responsibility in contemporary Science, Technology, Engineering, and Mathematics education.
Keywords: Engineering Mathematics, Flipped Classroom, Instructional Effectiveness, Problem-solving Skills, Student Engagement.