This study investigates the influence of flipped pedagogy and learners perceptions on the engagement of senior high school students in physical education. Utilizing a sample of 100 students from Region XI in the Philippines, the research employed a descriptive correlation design to assess the relationship between the independent variables flipped pedagogy and learners perceptions and the dependent variable, student engagement. The overall mean score of flipped pedagogy in engagement of SHS student in Physical Education marked as High. The inclusion of a high flipped pedagogy in terms of engagement in the class offers profound implications for students. The learners perception across different indicators, including pre-learning opportunities, class activities, and learning outcomes resulting to an overall score indicating a high level. The result is suggesting that students are actively participate in the class either synchronous and asynchronous classes. The study found that there is a strong relationship between flipped pedagogy and the learners perception of engagement in SHS students on physical education subject which is supported by John Deweys theory of active learning. Data were collected through adapted questionnaires, which demonstrated high reliability (Cronbachs alpha = 0.917). The results indicated a significant positive correlation, with an R-square value of 0.55. The findings underscore the effectiveness of flipped teaching methods in enhancing student involvement and highlight the importance of positive learner perceptions in educational outcomes.

teaching methods

class activities

flipped pedagogy

learning outcomes

engagement