This study explores the impact of flipped learning methods on student engagement in experimental science classes. The study analyzes various experimental studies that have examined the effects of flipped learning on student participation and interaction. The findings suggest that flipped learning significantly enhances student engagement by transforming traditional classroom roles, allowing students to prepare at home and participate actively during class. Factors such as age, gender, educational level, and the learning environment are identified as influential in the effectiveness of flipped learning. The review also compares flipped learning with traditional teaching methods, highlighting its advantages in fostering a more interactive and personalized learning experience. The study concludes with practical suggestions for implementing flipped learning in science classrooms and outlines potential areas for future research.