Republic of the Philippines

Surigao del Sur State University

Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.sdssu.edu.ph

Title: THE FLIPPED MATHEMATICS CLASSROOM: IT’S EFFECT ON

STUDENTS ACHIEVEMENT, ACTIVE LEARNING, AND PERCEPTION

Prepared by: Amelita N. Tupaz

In the past few years, there have been extreme changes in education with
the presentation of a new classroom teaching model, called the “flipped
classroom”. The Department of Education and to move forward as an
individual and as a class in compliance to the No Child Left Behind Act that
aims to address the diversity and complexity of the learners in a classroom as
everyday challenge for a teacher. A demand for well-planned individualized
instructions takes into consideration the diverse and complex human nature in
order to meet the needs of every learner in lined with the competencies set. As
cited in the study of Ramaglia, 2015, in order to meet the need and the
demands of technology, and society, the focus in math education needs to be
on instruction. It is instruction that can foster the collaboration and growth
amongst teachers. Students can learn to dig deeper and extend their
understanding with an effective instruction. They can also learn to pursue
challenging tasks and process through new situations. With an effective math
instruction, students can also learn why math makes sense of the world and
why it is essential in growing our nation and economy instead of being a source
of fear and anxiety. Introduction of the flipped classroom as a teaching strategy
allow students to be motivated and engaged in the process of learning. Class
instruction is delivered through video and other media before class time begins,
so that the class time can be spent on more hands-on and collaborative
activities such as discussion, project work, and problem-solving.

Statement of the Problem

1. What is the mean gain score of students concluded from their pre-test
and post-test mean scores when taught using the flipped classroom and
the traditional classroom?
2. Do student perceptions about their learning in a flipped mathematics
classroom differ from student perceptions about their learning in a
traditionally instructed classroom, and in what ways?

Problem 1 would be best answered with quantitative research since it concerns

on gathering quantifiable data in order to present a clearer picture on the extent of
manifestation of the students’ pre-test and post-test scores using the two-classroom
strategy. The analysis of the data gathered can then become the basis if the flipped

1
 Republic of the Philippines
Surigao del Sur State University
Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.sdssu.edu.ph

classroom strategy is best to be used as a teaching strategy compared to the

traditional classroom.
Problem 2 would be best answered with qualitative research since students with
different strategy would definitely face varied problems along the way. Though
numbers can be used to present the data needed for this problem but words and
themes taken from a one-on-one interview or Focus Group Discussion (FGD) can give
an in-depth analysis to what really are the problems met by the students when it
comes to the alignment of their learning style and the instruction used in the lesson
presentation. Thus, giving better findings and conclusions that will eventually lead to
a better recommendation.

For a mixed method design, Problem 1 must be addressed first in order to

determine the extent of manifestation of the two strategies to the students and from
the data gathered for this problem, the researcher will be able create a follow-up
question based on the result and it can be done through conducting the interview or
FGD for the purpose of determining the problems met by the students in the
alignment of their respective experience as to the instruction used in the presentation
of the lesson.

Observation can best be utilized in order to gather additional information on

but not limited to the student’s behavior during class discussion, on how they respond
to instructions and how they do the activities for the lesson.

Interview can be utilized in gathering data from the respondent with the
experienced they have during the conduct of the study most specially to the
experimental group who are using the flipped classroom. This can give the best
justification and verification for the result. It can also be used in order to determine
the problems met by that certain student that would probably be different among the
other respondents.

FGD can be utilized in gathering data from a group of students with similar
mathematical level and experience as to the instruction is implemented. This can help
save time and effort in doing interview with individuals if groupings are to be done.
The problems met by the group can also be taken at the same time. Thus, faster
collection of data in a shorter period of time and lesser effort and expenses for the
researcher.

References
Ramaglia, Heather (2015). The Flipped Mathematics Classroom: A Mixed
Methods Study Examining Achievement, Active Learning, And
Perception. Dissertation for Department of Curriculum and Instruction
in College of Education. Kansas State University, Manhattan, Kansas.
Retrieved: https://core.ac.uk/download/pdf/33358084.pdf

2
 Republic of the Philippines
Surigao del Sur State University
Rosario, Tandag City, Surigao del Sur 8300
Telefax No. 086-214-4221
Website: www.sdssu.edu.ph