This study examined “The effectiveness of flipped learning in the classroom on students’ engagement and academic performance in Mathematics” using a pre-test and post-test design. The primary objective was to determine whether the implementation of flipped learning significantly improves students’ academic achievement and level of engagement compared to their performance prior to the intervention. The study utilized a quasi-experimental one-group pre-test–post-test research design. A group of students was selected as participants and exposed to flipped learning strategies, where instructional content was delivered outside the classroom through videos and digital materials, while class time was devoted to interactive activities, problem-solving, and collaborative learning. A teacher-made test was administered before (pre-test) and after (post-test) the intervention to measure academic performance. In addition, a structured questionnaire was used to assess students’ level of engagement in terms of behavioral, emotional, and cognitive aspects. The results revealed a significant increase in students’ post-test scores compared to their pre-test results, indicating an improvement in academic performance after the implementation of flipped learning. Moreover, students demonstrated higher levels of engagement, as reflected in their active participation, increased interest, and improved interaction during classroom activities. The findings suggest that flipped learning is an effective instructional approach in enhancing both student engagement and academic performance in Mathematics. By shifting content delivery outside the classroom and maximizing in-class time for active learning, students are better able to understand concepts and apply their knowledge. It is recommended that educators adopt flipped learning strategies to foster a more engaging and student-centered learning environment. Future studies may explore its effectiveness across different grade levels, subjects, and instructional contexts.