Flipped Classroom Action Research

See discussions, stats, and author profiles for this publication at: https://www.researchgate.
net/publication/341151722
The Effectiveness of Flipped Classroom Environment in Improving Learners'

Academic Achievement in Araling Panlipunan an Action Research
Conference Paper · December 2018
CITATIONS READS
0 2,538
1 author:
Mariel Gia Gojo Cruz

De La Salle University
2 PUBLICATIONS 1 CITATION
SEE PROFILE
Some of the authors of this publication are also working on these related projects:
Teacher Leadership View project
Flipped Classroom View project
All content following this page was uploaded by Mariel Gia Gojo Cruz on 05 May 2020.
The user has requested enhancement of the downloaded file.

Republic of the Philippines
Department of Education
Region III
MUZON NATIONAL HIGH SCHOOL
Sarmiento Homes, Muzon, City of San Jose del Monte
The Effectiveness of Flipped Classroom

Environment in Improving Learners’ Academic
Achievement in Araling Panlipunan
An Action Research
by
Mariel Gia V. Gojo Cruz
December 2018
1
THE EFFECTIVENESS OF FLIPPED CLASSROOM ENVIRONMENT IN IMPROVING
LEARNERS’ ACADEMIC ACHIEVEMENT IN ARALING PANLIPUNAN
ABSTRACT
Students’ learning and academic achievement will always be the heart of teaching. To
keep on the track of helping our learners to have good academic achievement performance
teachers find ways to innovate in terms of teaching styles and strategies. Within the education
world the flipped classroom has been embraced as a way to encourage teachers and students to
break out of old molds and develop creative, active, learning environments in which to build
skills and knowledge. The purpose of this study is to determine the effectiveness of this type of
classroom. The research method used for this paper is quasi-experimental design in which the
process consists of two analyses: first is evaluating the effectiveness of flipped classroom; and
second is comparing the effectiveness of flipped with a traditional or conventional-typed of
classroom in terms of post-test score and performance of the participants in Araling Panlipunan
(Social Studies) subject. This paper concludes that the flipped classroom environment helps our
learners to be prepared before the class activity and enhances the 21st century learning
competencies needed by our learners. Also, this action research attempts to inform those who are
thinking of using new technologies and approaches to deliver lessons in any subjects in the
context of public school.
Schools Division of San Jose del Monte City

2
TABLE OF CONTENTS
Abstract
Acknowledgements
Dedication
Page
Context rationale ……………………………………………………….. 1-2

Research questions ……………………………………………………….. 3
Conceptual framework ……………………………………………………….. 4
Significance of the Study ……………………………………………………….. 5-6
Proposed Innovation ……………………………………………………….. 9-11
Method ……………………………………………………….. 8
Type of the Study ……………………………………………………….. 8
Participants ……………………………………………………….. 9
Instruments ……………………………………………………….. 11
Data Gathering ……………………………………………………….. 12-13
Ethical Considerations ……………………………………………………….. 13
Data Analysis ……………………………………………………….. 14-20
Results ……………………………………………………….. 23
Summary of Findings ……………………………………………………….. 23
Conclusions ……………………………………………………….. 23
Recommendations ……………………………………………………….. 24
Budget Allocation ……………………………………………………….. 25
Action Plan
References
Appendices
A. Anti-Plagiarism Certification
B. Attachment letters
C. Blended Learning Work Plan, Lesson Plan and Semi-detailed Lesson Plan
D. Research Instruments: Pre-test & Post-test with Table of Specification
Focus Group Discussion Questionnaire
E. Pictures

3
ACKNOWLEDEGEMENT
I would like to thank most sincerely our principal at the Muzon National High School, Ma’am
Annie C. Joaquin who advised me and encouraged me throughout my work on the action
research. She taught me how to focus, to work hard and to strive for excellence all the time. I
thank her for helping me accomplish a personal and professional goal.
I would like to thank Sir. Emmanuel V. De Mesa, Education Program Supervisor of Araling
Panlipunan and Sir. Renato I. Ignacio, Senior Education Program Specialist (SEPS) Planning
Unit of Schools Division city of San Jose del Monte Bulacan, for accommodating all our
concerns on how we will be able to finish this study. I would also like to thank Sir. Leonardo S.
Biron, Araling Panlipunan Head Teacher II in Muzon National High School, Sir. Noel A.
Basmayor, Muzon National High School Research Committee, Sir. Dondy Riel A. Garcia, TLE
Head Teacher II in Muzon National High School and Araling Panlipunan Master Teachers of
Sapang Palay National High School, Sir. Renato T. Mata Jr. and Ma’am Emelita DJ. Arguelles
for their essential supplication of knowledge and patience to serve as evaluators of my research
instruments and believing in me and being very supportive throughout the challenging journey.
I would like to thank all my students who participated in this study as well as everyone who
facilitated the conduct of the study.
I would like to thank my friends and colleagues at the De La Salle University Manila for
motivating me to do the best I can in everything I attempt to do.
I would like to thank in a very special way my parents Brenda V. Gojo Cruz and Amando R.
Gojo Cruz and my very special someone, Edsel Luck for the strength and immeasurable support
they provided for me to complete this action research.
Lastly and most importantly, I would like to praise and thank God the Almighty for His guiding
hand throughout my work on this action research and in everything in my life. I have been very
blessed.
For the greater glory of God!

4
DEDICATION
This action research is dedicated to all Araling Panlipunan teachers in public schools. Along the
way of refining and finishing this paper, my mind was set on how it will help teachers through its
contents and findings. I hope that this paper will also give motivation and encouragement in our
teaching life as we go deeper in our service in molding the minds and hearts of our students in
public schools.
I also dedicate this action research to my sweet and loving parents and to Engineer Edsel Luck
Fermin for giving me an inspiration and underlying support throughout this journey.
To our Lord God Almighty, may this humble effort give You the glory and honor!

5
Context and Rationale
In the Philippines, education technology, in its various forms and manifestations, has
been widely adopted (and adapted) by schools in all levels. In fact, the current K-12 Program of
the Philippine Department of Education aims to equip graduates with the information, media,
and technology skills needed for both school and work. This is a proof that educators of the 21st
century learners are compelled to consistently utilize technological tools and programs to carry
out and enhance instruction (Department of Education, 2016). The researcher of this study
believed that our 21st century learners should be equipped with technological trends in education
as technologies form an integral part of the overwhelming majority of students’ daily routines. It
also affects the learning styles and study habits of our learners. Thus, teachers should continue to
adapt their teaching styles and strategies in technological trends in education so that they can
continue to nurture their learner’s interest to a more academic achievement. The “Blended
Learning” is one of the best applications of educational technology in both learning and teaching
for our learners.
In public schools, the Department of Education (DepEd) encourages teachers to
create innovation for their teaching strategies and intervention to nurture the grit and interest of
their learners for the lessons. This study supports the Blended Learning as one of the best
solutions that Filipino teachers should explore to have in their classroom to address some issues
in their learners such as poor study habits that leads to unsatisfactory performance in the class.
The focus of this study is to address the poor study habits of the learners in Araling Panlipunan
particularly, in studying the World History through this new strategic way of teaching, the
Blended Learning by creating a Flipped Classroom. The researcher found that the students do not

6
have an interest to read the lessons in their textbooks, and there are students who are often absent
in the class which resulted to poor performance in the subject and low academic achievement
(e.g., failed scores in the Quarterly Exam). There are studies conducted about blended learning, it
found out that High school students are often motivated by online learning and online
coursework (Hilz et al., 2004) the researcher then believed that Blended Learning through a
Flipped Classroom will nurture the grit and interest of the students in studying the Araling
Panlipunan.
This study also aimed to help other teachers especially in the subject of Social Studies
(Araling Panlipunan) to make a strategy using one of the best examples of Blended Learning, the
Flipped Classroom. By definition, a flipped classroom is an educational technique that consists
of interactive group learning activities inside the classroom and direct computer-based individual
instruction outside the classroom (Bishop & Verleger, 2013), (Calamlam, 2016).
This study also aims to explore how blended learning can be implemented in Muzon
National High School. Primarily, the study also aims to find the significant effects of the use of
technology or its blended learning which is the flipped classroom environment especially in the
subject of Araling Panlipunan (AP). Hence, it aims to answer the question, Is there a significant
difference between the basic process skills test score means of the students in the Flipped
classroom and in the conventional-typed of classroom? Throughout its young history, effective
blended learning has not yet to be conducted in Muzon National High School. As such, the
researcher believed in the opportunity to utilize this study as a jumping board for a more
comprehensive adoption of this particular technology.

7
Research Questions
This study specifically aims to address the following questions:
1. What is the performance of the respondents based on the pre-test scores:
1.1 control group
1.2 experimental group
2. What is the performance of the respondents based on the post-test scores:
1.1 control group
3. Is there a significant effect in the flipped classroom environment compare to conventional-
typed of classroom based on the learners’ academic achievement in the post-test score in Araling
Panlipunan?
4. What effect does have flipped classroom environment in improving the academic achievement
of the participants based on their learning experiences?

8
Conceptual Framework
This study aimed to evaluate the effectiveness of blended learning approach using a
flipped classroom environment. During evaluation, the study considered comparing the
efficiency of a flipped classroom environment with the efficiency of conventional classroom
settings. Comparison of the approach being studied to normal setting determines if flipped
classroom causes a significant improvement to students’ output. The summary of the framework
is reflected on the diagram shown in Figure 1.
Blended Flipped Effectivity

Learning Classroom
In class activities Comparison with
Synchronous • Student-centered
• Interactive Classroom Traditional
physical formats Activities
• Teacher-aided
Learning
Self-paced, Out-of-class activities Effectivity to average

• Teacher-centered
asynchronous • Lecture method and below average
• Computer-aided performing learners
formats
(Adopted from the study of Effectiveness of Blended E-Learning Approach in a Flipped
Classroom Environment by Calamlam, J.M. (2016))

9
Hypothesis
Based on the objectives of the study and the stated research questions, the following
hypotheses were constructed to help address the research problem:
- H0: There is no significant difference in the post-test score or mean between the flipped
classroom learning environment and conventional-typed of learning classroom.
- H1: There is a significant difference in the post-test score or mean between the flipped
classroom learning environment and conventional-typed of learning classroom.
Significance of the Study
In the study of Camiling, Mark Kenneth, (2017) it posits that technology has drastically
changed the educational paradigm in terms of content, pedagogy, and practice. However, there
are scholars that believed in the developing technology-aided, -based, and -oriented instructional
practices are still need scholarly and systematic studies to prove their effectiveness. In addition,
there is an emerging teaching strategy that highlights technology tools and programs, this is the
Flipped Learning: a strategy where technology redirects learning from large groups to
individuals.

10
Furthermore, in the research of Camiling, M.K. (2017) highlighted the Flipped Learning as:
A learning setting where teachers make lessons available to students to be accessed, it
can be done when the teachers can deliver this instruction by recording and narrating screencasts
of work they do on their computers, creating videos of themselves teaching, or curating video
lessons from trusted Internet sites (Hamdan, McKnight, McKnight, & Arfstrom, 2013, p. 4).
With this, the Flipped Learning can occur though it is a different concept compared to Flipped
Classroom as a teaching strategy, the flipped learning can traces the roots in active learning, a
process that utilizes various activities which engage the learners at both individual and
collaborative levels, transferring the learning responsibility to their own ability and pace
(Trantafyllou & Timcenko, 2014; Tucker, 2012).
This research described hypothesizes that there is a significant difference between the
conventional-typed of learning environment post-test score means of grade 8 students in Araling
Panlipunan in a Flipped classroom. To test this hypothesis, an experimental design was used as
the participants were divided into two groups: experimental and control. There are lesson plans
to teach both control and experimental groups within a one (1) hour schedule throughout the
Second Grading Period, for experimental group and the Blended Learning lesson plan was
crafted to systematize the flow of the lessons and activities.

11
Scope and Limitations
Since this study intends to prove the effectiveness of Flipped classroom environment in
studying Araling Panlipunan (Kasaysayan ng Daigdig) for grade 8 learners, however, it should
also consider the two pressing concerns on the utilization of the Flipped classroom by Herreid &
Schiller (2013) and also came from the research of Camiling, M.K. (2017) and may be cited as a
benchmark for the limitation in this study:
1. Since the premise of Flipped Learning transfers the learning responsibility to the
students, learners may tend to resist to the new method. They may find it hard to adjust in terms
of regulating their study habits outside class time (i.e. watching or reading the material at home
or in other places). If they fail to do so, they may end up unprepared as they come to class for the
enrichment activities.
2. The materials that are created or curated must be very carefully tailored to the in-class
activities so the students feel the homework has validity. Teachers found it difficult to find
existing quality videos. If the teachers fail to ensure strong connection between the in-class
activities and materials assigned, students may lose interest in the method and may perform less
than expected.
3. It is to be noted that a flipped classroom is different form flipped learning. It is not
necessary that a flipped class could result to a flipped learning (Flipped Learning Network,
2014). Implementers of such method should be aware of the dimensions for an effective flipped
classroom, thus the Flipped Learning Network provides the “Four Pillars of F-L-I-P”.

12
METHODOLOGY
Type of Research
This research employed a quasi-experimental, non-equivalent research design, there are
control/”Conventional” group and an experimental/”Blended/Flipped classroom” group, both
groups undergone of pre- test and post- tests. This study found the significant difference in the
post-test mean or score of a control/”Conventional” group, i.e. Section Grade 8 Anthurium, to
that of an experimental/”Blended/Flipped classroom” group, i.e. Section Grade 8 Cattleya by
using the Data Analysis in Microsoft Excel particularly of its T-test: Two sample assuming
unequal variances. In between the administration of the two tests, the same set of pre-test and
post- test questions, derived from the DepEd-prescribed learners’ module, was given to the
control and experimental groups during specific parts of the lesson for the Second Quarter. Test
results from both groups then be compared. The independent variables in the research are the two
instructional methods while the dependent variables are the test scores of both control and
experimental groups.
Varying solely in the method of delivery, both sections taught of the same lessons in the
Second Quarter Kasaysayan ng Daigdig (World History). In addition, the researcher collected
observation notes and conducted separate focus group discussions for the Blended groups, with
data from sources focusing on impressions regarding the delivery, content, learning environment
and evaluation of the two classes.

13
Respondents
The subjects of the research are students enrolled in Muzon National High School,
School Year 2018- 2019, grade 8 level. Two sections was purposively chosen to be a controlled
and experimental group; both sections are also considered heterogeneous class which means
there are below average and average learners included in the class.
Sampling method
In determining the Control and Experimental Group, the researcher employed purposive
sampling. The two sections are control and experimental group contained 30 learners in Grade 8
Cattleya (experimental/”Blended/Flipped classroom” group) and 30 learners in Grade 8
Anthurium (control/”Conventional” group). Both belonged to average and below average
learners. These sections are not classified as pilot or first section but rather a heterogeneous
class.
Proposed Innovation/Intervention/Strategy
As mentioned above, the effectiveness of Blended learning, particularly on one of its
example, the Flipped Classroom environment should be continued to explore and try its
advantages and challenges more importantly in teachers’ teaching strategy in other subjects to
help learners to get higher achievement. This study is a jumping board for a more comprehensive

14
adoption of this particular technology. This is a case study with experimental design in research
method.
The researcher intended to make a flipped classroom environment through compact disc
(CD) where the videos and pictures of maps needed in the lesson was saved and the learners can
view these at home or in the school computer laboratory. The students may also go to the blog
website of wordpress that the researcher created so that the learners can also find more essential
information about the lessons such as the link of google maps where they can have a virtual tour
about the places and countries related to their lessons. Moreover, the learners can easily access
through an internet connection or mobile data and they can freely read and explore its content
about their lessons for the Second Quarter Period in Araling Panlipunan, Kasaysayan ng
Daigdig. The wordpress blog website contained educational videos and pictures of particular
topic about World History (Kasaysayan ng Daigdig). These topics and activities were specified
in the Blended Learning Lesson Plan of the researcher.
The first part of Flipped Classroom Class was conducted in the classroom, the researcher
instructed the learners in experimental group on the activities they needed and this was based on
the Blended Learning Lesson Plan made by the researcher. After the instruction and discussion
in the class, the learners can continue the lesson in the Flipped Classroom at their home, if the
internet connection or mobile data is not available for the learners; they can collaborate to their
group mate and finish the task. After the Flipped Classroom at home, the learners conducted
their group activity and reporting in the class. Since Blended learning adopts a system of “face-
to-face instruction with computer-mediated instruction with the end result improved student

15
learning” (Pitagan, 2017; Graham, 2006; Hienze, 2008) the researcher believed that the Flipped
Classroom helped the learners to be more collaborative and active participant in the classroom.
In general, literature supports the notion that various forms of blended learning help
improve student performance (Pitagan, 2017; Kiviniemi, 2014). However, in any educational
institutions, introducing blended learning is a function of “economic, logistical, or other planning
considerations, whereas other times the decision is made based on relative strengths and
weaknesses of different modalities for presenting course information” (Osguthorpe R.T., et al.
2003; Graham, et al., n.d.).
Instrument/s
The instrument that was used for this study is the same set of pre-test and post- test
(Appendix A) questions, derived from the DepEd-prescribed teaching manual with Table of
Specifications that indicates the learning competencies that a learner should have or manifest
based also in the Curriculum Guide of the K-12 of the DepEd. The questions in pre-test and post-
test was validated by the two Master teachers and one Head Teacher of Araling Panlipunan.
For the flipped classroom environment, the compact disc (CD) and wordpress blog
website is the main instrument to conduct this Blended learning for the learners and from there,
the lessons contained activities and questions that the participants needed to answer during their
viewing in the blog website. Journal of the students and Focus Group Discussion with Classroom
observation was implemented as part of the triangulation in data gathering.

16
Data Collection Procedure
A pre-test was conducted to learners before implementing the lesson plan. This test
determined the prior knowledge of the learners. These scores was compared to their post test to
see the difference in performance before and after the implementation the lesson plan. The same
pre-test was given to all students of controlled group and experimental group. The 50-item pre-
test was answered for 45 minutes. A brief clarification before the pre-test in which details about
the objective, mechanics, time duration, and other instructions in answering the test was also
given.
The Daily Lesson Log (DLL) for the controlled group and the Blended learning lesson
plan for the experimental group was implemented after the students took their pre-test. The
researcher then implemented the lesson plan on the same day based on the official schedule of
one-hour classes of these sections. Both conventional and blended-learning lesson plan have in-
class and out-class activity but differs in the method on how they did it. The lesson plan for
controlled group have the following flow for the lessons: First part includes in-class activities
which are teacher-centered and uses lecture method, the second part includes out-of-class
activities that consist of student-centered formative assessments. The lesson plan of experimental
group have the following flow for the lesson: First part includes out-of-class teacher-centered
activities with online lecture as a method while the second part included student-centered
formative assessment.

17
A post-test was given at the end of the unit. The test was served as their final scores and
compared to their pre-test scores to see the difference in performance before and after the
implementation the lesson plan. The data were analyzed using statistical treatments: t-test of
independent means through Microsoft Excel 2010. To find out if the flipped classroom has a
significant effect on the performance of the students, t-test of independent means was used to
compare the scores on post- tests of students.
Through triangulation which involved the pre-test and post-test of the controlled and
experimental group, the classroom observation together of the principal and research school
committee and the focus group discussion (FGD) of the students and teachers, the data needed
for this action research was completed.
Ethical Considerations
For the confidentiality of the information, the following ethical standards were
considered:
1. The researcher ensured that she has written entirely original works, and if the researcher
has used the work and/or words of others that this has been appropriately cited or quoted;
2. Academic honestly is manifested to maintain fairness in treating data;
3. All gathered data are considered confidential that only the researcher and its collaborator
can collect the data;
4. Parental consent will be acquired for those minor students participating in the study.

18
Data Analysis
Data from the assessments was analyzed to determine the following: the effectiveness of
the flipped classroom in terms of learner’s achievement in the post-test, and the effect of flipped
classroom in helping the learners’ to improve their academic achievement based on the learners’
experiences. The data was analyzed using statistical treatment: descriptive statistics and t-test of
independent means.
Research Question 1: What is the performance of the respondents based on the pre-test scores:
1.1 control group
Table 1: Comparison of the Pre-test Score of Control Group and Experimental Group
PRE-TEST SCORES
No. of Pre-test No. of Pre-test
Respondents Scores Respondents Scores
in Control in
Group Experimental
Group
1 10 1 15
2 8 2 8
3 16 3 16
4 10 4 10
5 15 5 15
6 16 6 16

19
7 19 7 20
8 15 8 20
9 16 9 17
10 15 10 16
11 16 11 16
12 12 12 12
13 17 13 17
14 13 14 13
15 11 15 11
16 10 16 11
17 10 17 11
18 10 18 11
19 19 19 19
20 19 20 19
21 15 21 15
22 15 22 15
23 15 23 15
24 10 24 15
25 15 25 15
26 12 26 12
27 15 27 15
28 15 28 15

20
29 18 29 18
30 15 30 15
Pre-test Sample Statistics
Paired Differences
Group Mean Standard Computed t Sig. (2-tailed) Results
Deviation
Control vs. Experimental
Not
Control_Pre-Test 14.06 9.51 significant at
-0.89 .376 p < .05.
Experimental_Pre-Test 14.76 9.01
Table 2: Comparison of the Pre-test Score of Control Group and Experimental Group in sample statistics
The table shows that the mean of the score in the pre-test of learners in both groups got
scores higher than and not lower than 14 out of 50 items in the pre-test. The mean of both groups
also resulted of the t-value of -0.89079 and the p-value is .376721. Thus, the results show that it
is not significant at p < .05. This also means that there is no significance between the mean score
of Control Group and Experimental Group. Thus, Flipped classroom is expected to cause
significant change to learners’ performance in the post-test.

21
Research Question 2: What is the performance of the respondents based on the post-test scores:
1.1 control group
Table 3: Comparison of the Post-test Score of Control Group and Experimental Group
POST-TEST SCORES
No. of Pre-test No. of Pre-test
Respondents Scores Respondents Scores
in Control in
Group Experimental
Group
1 26 1 31
2 32 2 34
3 20 3 33
4 25 4 29
5 21 5 25
6 25 6 27
7 27 7 40
8 24 8 29
9 28 9 34
10 17 10 32
11 12 11 36
12 20 12 27
13 29 13 29
14 20 14 29

22
15 25 15 32
16 26 16 31
17 25 17 31
18 20 18 30
19 21 19 34
20 23 20 31
21 29 21 33
22 21 22 28
23 19 23 28
24 19 24 33
25 25 25 31
26 20 26 37
27 20 27 32
28 19 28 40
29 19 29 40
30 19 30 40

23
Post-test Sample Statistics
Paired Differences
Group Mean Standard Computed t Sig. (2-tailed) Decision
Deviation
Control vs. Experimental
Control_Pre-Test 22.53 4.273

-8.94 .000 Reject H0
Experimental_Pre-Test 32.2 4.097
Table 4: Comparison of the Pos-test Score of Control Group and Experimental Group in sample statistics
After the implementation of the Flipped Classroom in the experimental group, the table
shows that the mean of the score in the post-test of learners in control group is not higher than
and not lower than 22 out of 50 items in the post-test while the learners in experimental group
got scores not higher than and not lower than 32 out of 50 items in the post-test. This means that
participants who undergone the Flipped classroom have more improvement in their academic
achievement rather than in the participants of control group.
Research Questions 3: Is there a significant effect in the flipped classroom environment
compare to conventional-typed of classroom based on the learners’ academic achievement in the
post-test score in Araling Panlipunan?
Given the table above, the results show the difference between the post-test of Control
and Experimental Group to be statistically significant where t = -8.94402, p < .00001. The result

24
is significant at p < .05. These results also indicate that the post test scores of the students in
experimental group were significantly higher than the post-test results of the Control group.
Consequently, significant effect suggests that the intervention of flipping the classroom
shows a large effect on the students’ achievement in Araling Panlipunan. Thus, the null
hypothesis should be rejected and the Flipped classroom was expected to cause significant
change to students’ performance before and after instruction of their lessons in the whole second
quarter period. Nevertheless, results show that flipped classroom is an effective method in
delivering instruction to students in every lesson in Araling Panlipunan.
Research Questions 4: What effect does have flipped classroom environment in improving the
academic achievement of the participants based on their learning experiences?
There are themes occurred from the answers and responds of the participants in the Focus
Group Discussion (FGD) of the experimental group. Through thematic analysis, the researcher
intended to synthesize the most frequent statements of the learners from the Focus Group
Discussion (FGD). Overall, it stated that the flipped classroom strategy gives helpful ways for
students on how they can learn and explore their lessons in Araling Panlipunan, also, it is an
effective teaching strategy that improves the academic achievement of Grade 8 learners because
their post-test score have improved through the use of this strategy. However, there are also
limitations and challenges that should be considered in using the Flipped Classroom more
importantly in the public school. The following below stated the synthesized themes about the
effectiveness of flipped classroom for the students and also some limitations and challenges.

25
(1) The Flipped Classroom provides an opportunity for students to gain preliminary
information before the class activity
Since the students can work at home through the given instructional materials of the
teacher (e.g., compact disk CD), they can study independently and choose the most useful study
strategy for their own learning and they can come prepared in the class for the lessons. In
addition, the students also stated that familiar technologies used in Flipped Classroom such as
video, audio, google maps, and other multimedia software emphasizes interactive learning and
that it gives meaningful learning experiences to the participants. Through this, students get less
frustrated in their homework because they can do it as a group and it also nurtures the culture of
sharing and cooperation.
(2) The Flipped Classroom promotes students to build learning community
The teacher instructed the class to form groupings so that they can collaborate to each
other while doing the in-class and out-class activity in the flipped classroom. The statements of
the participants in the FGD also show that students prefer learning through group activities, as
stressed in the Flipped Classroom. Through group activities, students confirmed that they can
easily catch up with their peers specially when they are absent on the class. On the other hand,
Self-Learning is also emphasized by Flipped Classroom method in the first phase it provides
space for students to learn in a self-paced and then they can go in collaborative activities of the
flipped classroom.

26
(3) Through Flipped Classroom the teachers can provide and create useful instructional
materials for their students
The students who undergone in the Flipped Classroom attested that they can explore the
subject or lesson in deeply manner through viewing the videos at home or in computer
laboratory. It also supported the statement of the evaluators during the classroom observation
that the Flipped Classroom is the best platform for teachers to improve their skill and creativity
during the teaching because it proved that the learning styles of students must be in line with the
teaching techniques which can be adapted in the Flipped Classroom. These techniques aim to
increase the interaction and personalized contact time between students and instructors in the
classroom.
Challenges and Limitations of the Flipped Classroom
This study though intends to find the effectiveness of Flipped Classroom in improving
the academic achievement of the learners specifically for Araling Panlipunan subject, it also
come-up with some challenges and limitations of using the Flipped Classroom as a new teaching
strategy. One of the main instruments for the Flipped Classroom to be possibly implemented is
the access in the internet. In public school, internet access can be difficult to find especially when
teachers want to instruct the students to watch online educational videos and websites for their
lessons. Internet access inside the public school was limited for teachers’ used only. Thus,
teachers need to consider the capability of the students to access in the internet or how they can
access on the educational videos and websites for the lessons. Teachers should also carefully
instruct the students on how they will finish the out-class activities in the Flipped Classroom,

27
there are some parents need to be informed about their child’s homework so that the parents can
also guide or observe their child in finishing their work. Good and clear instructions must be
given at the very beginning of the Flipped Classroom so that we can expect the good impact of
this new strategy towards to a higher academic achievement of our learners.
Findings and Conclusions
By quantitatively analyzing the results of the students’ pre-test and post-test and synthesizing
the collected answers from the Focus Group Discussion (FGD) it resulted with the themes and
come up with the following conclusions:
• Flipped classroom environment had a quite significant effect in improving students’
performance compared to traditional classroom environment. The results of their post-test
have t-value of -8.94402. The p-value is < .00001 which means that the result is
significant at p < .05.
• When students watch or listen to lectures at home, and then solve problems and apply the
new knowledge in the classroom, they get less frustration with their homework.
• The time spent in the classroom becomes not enough for all the conversations and
collaboration that inevitably spur from exploring subjects in a deeper manner.
• Students who are absent due to illness, too long a commute, or any other reason,
can catch up with their peers faster and easier with the flipped classroom model than with
the standard one

28
• When students come prepared to class, there's little to no need for teachers to address
content related questions. Instead, they can support students in better understanding the
concepts through practical application.
Recommendations
In light of the findings of this study, for future researchers who will be interested in
further continuing or improving the study, the researcher offers the following recommendations:
1. Teachers in public school shall need to deeply consider the capability of their students to
access in internet and any technology for educational purposes. The teachers need to find easy
creative and resourceful way on how their students can access in any technology for their studies.
2. Continue to use the advantage of technology in improving the delivery of instruction such as
but not limited to using a flipped classroom environment.
3. Teachers shall need to deeply understand that the effectiveness of Flipped Classroom can be
depending on the kind of lesson and subject that they have. Flipped Classroom may not be
applicable to all subjects and lesson, thus, when the teachers want to use this strategy they need
to align the competencies and objectives of the lesson in the activities of flipped classroom.

29
BUDGET ALLOCATION
PARTICULAR(S) UNIT QUANTITY ESTIMATED TOTAL AMOUNT

AMOUNT
PER UNIT
Short bondpaper rim 1 Php 160 Php 160.00
Photocopy and Pcs 200 Php .75 Php 150.00

administration of Pre-test
and Post test
3 EPSON Ink (Black) Pcs 2 Php 900 Php 1, 800.00
Compact disk (CD) Pcs 5 Php 15 Php 75.00
SUBTOTAL Php 2, 185.00
Place to be visited from Purpose to Visit Means of Fare

station to Transportation
City School Division of * Submission of request letter to Jeep
San Jose del Monte conduct the study
Bulacan * Submission of final output Php 50.00
Sapang Palay National Submission of instrument Jeep Php 50.00

High School validation
Don Honorio Ventura Anti-Plagiarism and Grammar Van Php 300.00
Technological State Review
University Pampanga
SUBTOTAL Php 400.00
GRAND TOTAL Php 2, 585.00

30
REFERENCES
Calamlam, J.M., (2016). Effectiveness of Blended E-Learning Approach in a Flipped Classroom

Environment.
College, M. (2017). The Flipped Classroom : Teaching the Basic Science Process Skills to High-
Performing 2nd Grade Students of Miriam College Lower School Mark Kenneth Camiling, 5,
213–230.
Department of Education (2016). Teachers Teaching Technology. Retrieved:

http://www.deped.gov.ph/videos/teachers-teaching-technology
Espinosa, J.P (2016) The Manila Times Commentary Learning with the Help of Technology.
Retrieved: http://www.manilatimes.net/learning-with-the-help-of-technology/286384/
Garrison D.R. and Vaughan N.D. (2008). Blended Learning In Higher Education: Framework,
Principles, and Guidelines. San Francisco, CA: Jossey-Bass
Graham C.R. (2006). Blended Learning Systems: Definition, Current Trends, and Future
Directions. The Handbook of Blended Learning: Global Perspectives, Local Designs, 3–21. San
Francisco, Pfeiffer Publication
Graham C.R., Woodfield W. and Harrison J.B.. (n.d. in press) A Framework for Institutional
Adoption and Implementation of Blended Learning in Higher Education. Internet High Educ,
18:4–14
Heinze, A. (2008). Blended Learning; An Interpretative Action Research Study. Doctoral

dissertation. Retrieved: http://usir.salford.ac.uk/1653/1/Heinze_2008_blended_elearning.pdf
Kiviniemi, M. (2014). Effects of a Blended Learning Approach on Student Outcomes in a

Graduate-Level Public Health Course. BMC Medical Education, 14:47. Retrieved:
http://www.biomedcentral.com/1472-6920/14/47
Osguthorpe R.T., Graham C.R. (2003). Blended Learning Environments: Definitions and
Directions. Q Rev Dist Educ 2003, 4(3):227–233.
Pitagan, F. (2017) Quipper School Contributes to Higher Test Score, Attendance Rate and
Assignment Submission in Teaching Mathematics. Article presented during the DLSU Research
Congress, June 20 to 22, 2017.

31
Appendices
A. Anti-Plagiarism Certification
B. Attachment letters
C. Blended Learning Work Plan, Lesson Plan and Semi-detailed Lesson Plan
D. Research Instruments: Pre-test & Post-test with Table of Specification
Focus Group Discussion Questionnaire
E. Pictures

Pictures of Flipped Classroom Activities 32
Figure 1Experimental Group Pre-test Figure 2 Experimental Group Introduction to Flipped Classroom
Figure 3Group leaders in the Flipped Classroom Activities Figure 4 Experimental Group In-class activity

Figure 5Control Group Discussion
33
Figure 7Focus Group Discussion
Figure 6Experimental Group who tried to used mobile

data for Flipped Classroom
Figure 9 Post-Conference with the Principal and Head Teachers
Figure 10 Computer
Laboratory Flipped
Classroom activity
Figure 5 Experimental Group Collaborative Activity
View publication stats

Flipped Classroom Action Research

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Flipped Classroom Action Research

Uploaded by

Copyright:

Available Formats

See discussions, stats, and author profiles for this publication at: https://www.researchgate.

The Effectiveness of Flipped Classroom Environment in Improving Learners'

Conference Paper · December 2018

Mariel Gia Gojo Cruz

Teacher Leadership View project

Flipped Classroom View project

The user has requested enhancement of the downloaded file.

The Effectiveness of Flipped Classroom

Mariel Gia V. Gojo Cruz

second is comparing the effectiveness of flipped with a traditional or conventional-typed of

context of public school.

Schools Division of San Jose del Monte City

Context rationale ……………………………………………………….. 1-2

Schools Division of San Jose del Monte City

For the greater glory of God!

Schools Division of San Jose del Monte City

Schools Division of San Jose del Monte City

Context and Rationale

for our learners.

In public schools, the Department of Education (DepEd) encourages teachers to

Schools Division of San Jose del Monte City

Flipped Classroom. By definition, a flipped classroom is an educational technique that consists

comprehensive adoption of this particular technology.

Schools Division of San Jose del Monte City

This study specifically aims to address the following questions:

1. What is the performance of the respondents based on the pre-test scores:

1.1 control group

1.2 experimental group

2. What is the performance of the respondents based on the post-test scores:

1.1 control group

1.2 experimental group

3. Is there a significant effect in the flipped classroom environment compare to conventional-

of the participants based on their learning experiences?

Schools Division of San Jose del Monte City

efficiency of a flipped classroom environment with the efficiency of conventional classroom

is reflected on the diagram shown in Figure 1.

Blended Flipped Effectivity

Self-paced, Out-of-class activities Effectivity to average

(Adopted from the study of Effectiveness of Blended E-Learning Approach in a Flipped

Classroom Environment by Calamlam, J.M. (2016))

Schools Division of San Jose del Monte City

hypotheses were constructed to help address the research problem:

classroom learning environment and conventional-typed of learning classroom.

classroom learning environment and conventional-typed of learning classroom.

Significance of the Study

Schools Division of San Jose del Monte City

A learning setting where teachers make lessons available to students to be accessed, it

(Trantafyllou & Timcenko, 2014; Tucker, 2012).

conventional-typed of learning environment post-test score means of grade 8 students in Araling

crafted to systematize the flow of the lessons and activities.

Schools Division of San Jose del Monte City

Scope and Limitations

benchmark for the limitation in this study:

3. It is to be noted that a flipped classroom is different form flipped learning. It is not

Schools Division of San Jose del Monte City

This research employed a quasi-experimental, non-equivalent research design, there are

control/”Conventional” group and an experimental/”Blended/Flipped classroom” group, both

post-test mean or score of a control/”Conventional” group, i.e. Section Grade 8 Anthurium, to

that of an experimental/”Blended/Flipped classroom” group, i.e. Section Grade 8 Cattleya by

and evaluation of the two classes.

Schools Division of San Jose del Monte City

Cattleya (experimental/”Blended/Flipped classroom” group) and 30 learners in Grade 8

Anthurium (control/”Conventional” group). Both belonged to average and below average

As mentioned above, the effectiveness of Blended learning, particularly on one of its