<![CDATA[Study Purpose: This study examines the effectiveness of a web-based flipped learning model to improve the learning achievement of sports science students in pharmacology and doping courses after controlling for students' initial abilities. Materials and methods: A quasi-experimental pretest-posttest control group design was implemented in the Sport Science Study Program, Universitas Negeri Padang. Thirty students participated, comprising 15 students in a conventional classroom group and 15 students in a Moodle-supported web-based flipped classroom group. Learning devices and instruments were evaluated by three experts. Achievement was measured with a 50-item test with acceptable reliability (Cronbach's alpha = .788). Posttest scores were analyzed through analysis of covariance using pretest score as the covariate. Results: The learning model significantly affected adjusted posttest scores, F(1, 27) = 21.344, p < .001, partial eta squared = .442. The adjusted posttest mean was 36.64 for the flipped classroom group and 28.70 for the conventional classroom group. Conclusion: Structured LMS-based preparation combined with classroom case discussion improved cognitive achievement in Pharmacology and Doping learning. These findings support active web-based learning in sport science and indicate the need for broader studies examining engagement and clean-sport literacy.]]>
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