PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

EFFICACY OF FLIPPED CLASSROOM OF MATHEMATICS 8 IN

TAGBINA NATIONAL HIGH SCHOOL

A CONCEPT PAPER Presented to the

Faculty of Graduates Studies and Teacher Education Research
Philippine Normal University
Mindanao

In Partial Fulfillment of the

Requirements for the Degree
MASTER OF ARTS IN EDUCATION
With Specialization in Mathematics Education

MICHELLE V. RAMIREZ-ALIPAO
October 2019
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

EFFICACY OF FLIPPED CLASSROOM OF MATHEMATICS 8 IN

TAGBINA NATIONAL HIGH SCHOOL

I. Rationale
One of the great achievements of a teacher is to see the positive development
of her or his students. Good educators imparted better learning better learning
approaches if it fitted to the learners. The essential role of the teachers is to guide and
direct the students in getting knowledge through right methods, strategies and
techniques which should be considered in giving a comprehensive environment to
arouse the interest and challenge the students to higher level of learning in
mathematics ( Generalao, 2012). The challenge then to math teachers is to create and
innovate new pedagogical method to lift the interest and attitude of the students
towards mathematics.
Most of the learners find the subject difficult. It is a predicament for them to
solve, analyze and find the solution to a given problem in algebra, in geometry, in
calculus and nearly all branches of mathematics. Braza and Supapo (2014) observed
that the shortcomings that can affect the students’ achievements in Mathematics can
be either lack of mastery of the basic concepts and skills, lack of problem solving and
critical thinking skills, diverse behavior of students, and inappropriate teaching skills
and approaches of teachers in dealing the students in the class of mathematics (Tan
and Gulta, 2018). These observed issues resulted to the low profile of Philippine
Education in the field. The World Economic Forum’s Global Competitiveness Report
2014-15 ranked the Philippines 115th out of 142 countries in quality of Math and
Science education (IT, 2018). In 2008, the Philippines ranked last among 10
participating countries for the advanced mathematics category of Trends of
International Mathematics and Science Survey result. The National Achievement test
result of the students nationwide in Mathematics was only 48.90 described as poor
achievement and below the national standard passing rate and the said discipline
ranked second among the subjects in terms of low Mean Percentage Scopre (MPS),
NETRC (2012).
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

In contrast, the survey of We are Social of Digital 2018, UK showed the

Philippines as the top country in the world for using social media for three (3)
consecutive years (Camus, 2018) and had the highest percentage of Internet users that
watching videos online, even though the country has relatively low number of
households connected to the web (GMA News, 2010). In a report of ABS-CBN
(2018), an average

Filipino social media user spent almost four hours daily on different platforms such as
facebook, twitter, Instagram, and youtube. Filipinos were declared to be the most
active users on a number of web-based social network sites and the country is now
called “The Social Networking Capital of the world” (House of I.T.,2018). This
indicated that most of the Filipinos were into technology by using their laptops, tablets
and smartphones. They were updated in the latest trends in the society by accessing
the Internet and use social media to gather information. Using the technology through
social media had become an essential part of today’s younger generation and mostly,
students.

The advent of the new technology was viewed by the Department of Education
as a good venue for the teachers to pursue the opportunity in the teaching-learning
process. This development also prompted the researcher to study the efficacy of
Flipped Classroom Approach. This trending pedagogical method employed
technology wherein the students were provided lecture videos of the lessons as shared
by the teacher outside of the classrooms and even in their homesteads. The time
consumed during the class proper will be maximized with the activities, queries, and
interactive discussions. This innovative way of teaching hoped to motivate the
students in boosting their interest and have better performance in mathematics.

This study wanted to show the effectiveness of the new approach and provide
solution to the alarming problem of the students in mathematics subject in Tagbina
National High School and hopefully to other grade levels.
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

II. Theoretical or Conceptual Framework

The study employed the constructivist theory which stated that students are
given tools to construct their own knowledge (Cox, J. and Cox, K., 2009). This means
that learner is not a passive “vessel” but must actively participate in their own learning
and it requires learners to build on existing knowledge when acquiring new
knowledge (Heick, 2019). Constructivist learning wanted the educators to adopt the
idea that each learner construct, obtain, and interpret their own knowledge differently
(Cox, J. and Cox, K., 2009).
The independent variables of this study were the Traditional Classroom
Approach and Flipped Classroom Approach which will be implemented in the control
and experimental group, respectively. This study aimed to show the improvement of
the academic achievement of Grade 8 students in Tagbina National High School
which serves as the dependent variable of the research.
The control group using the traditional classroom approach employed the
direct-interactive method wherein after the lecture of the topics, discussion, board
works and seat works followed as a consequence.
The experimental group integrated technology in the teaching-learning process
wherein the researcher considered the concept that the 21st learners were technology-
oriented and they were able to learn fast with its integration in the learning process. It
is affinity for using multi-media technology in the learning process and learned at an
even better rate than generations before them because they have been using computers
and other media since early development (Mayer, 2009).
The dependent variable was the academic achievement of the students in
mathematics in the topics of Special Products and Factoring as reflected in the scores
garnered in the pretest and posttest administered.
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
The figure below shows the interplay of the variables in the study.
Independent variables Dependent Variable

Traditional Classroom approach Academic Achievement in

(Control Group) Mathematics 8
 Pre-test
 Post-test
Flipped Classroom
Approach
(Experimental Group)

Figure 1. Research Paradigm

III.Research Questions
The study aims to answer the following questions:
1. What is the profile of Grade 8 students according to their pre-test and
post-test?
2. Is there a significant difference between the pre-test and post-test mean
scores of students using Flipped Classroom Approach and those
students using the Traditional Classroom Approach in terms of the
topic in Special Products and Factoring?
3. Is there a significant difference between the post-test results of the
students using to Flipped Classroom Approach and the students using
Traditional Classroom Approach in terms of the topics in Special
Products and Factoring?
IV. Method
The research study employed quantitative research because it will involve
the use of computational, statistical, and mathematical tools to derive results
(International Research, 2018). It will use measurable data to formulate facts and
uncover patterns in research (DeFranzo, 2011).
The study will specifically use the quasi-experimental research. It is
defined as an empirical interventional that used to estimate the causal impact of an
intervention on target population without random assignment (Wikipedia, n.d.).
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Grade 8 students of Tagbina National High School, S.Y. 2020-2021 will

be sampled randomly. The students would be approximately of the same age to
avoid the threat of maturity to internal validity. Grade 8-STE Alipao will be
divided into two since they are only the section who has touchscreen cellphones.
The first half of the section will serve as the control group and the other half will
be the experimental group.
The pre-test and post will be administered after the experiment to measure
the impact of the intervention on the academic achievement of students in
mathematics 8.
The study aimed to attain the learning competencies in Special Products
and Factoring in the K to 12 Curriculum Guide given by the Department of
Education. The experimental and control group will have lesson plan wherein the
flipped and traditional classroom approach were employed, respectively.
In the traditional classroom, the teacher will be provided a daily lesson
log and utilize the activities given in the learning module of the students as
provided by the Department of Education.
In the Flipped Classroom Approach, the teacher will use a lecture video
from YouTube Channel. The videos will be chosen and prepared meticulously by
the researcher wherein important concepts of the lesson were discussed as well as
examples related to the lesson. It will be sent to through Messenger app by the
teacher before the class on the session. The app will be intended to be accessible
and easy to use by the students under the Flipped Classroom Approach.
The researcher will use a 30-item pre- and post-tests questionnaire. The
questions will be from the learning material of Grade 8 provided by the
Department of Education and some will be research-made questions. It will test if
the students meet the learning competencies of the two topic, Special Products and
Factoring.
The researcher will use the t-test to test the significant difference between
the mean scores of the pre-test and post-test of the control and experimental
groups.
 PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education

Purposive Sampling will be utilized in this research. OSCAR Strategy

will be used here. The materials used will be submitted for validity and reliability
such as the pre-test, post-test, and survey questions.

V. References
Ultanir, E. (2012). An Epistemological Glance at the Constructivist Approach:
Constructivist Learning in Dewey, Piaget, and Montessori. Online
Submission.
Tucker, B. (2012) The Flipped Classroom. Education Next, 12 (1)
Strayer, J.F. (2008). The effects of the classroom flip on the learning environment:
A comparison of learning activity in a traditional classroom and a flip
classroom that used an intelligent tutoring system. Dissertation Abstracts
International Section A, 68.
Bergmann, Overmyer, & Wilie. (2012). The flipped Class: What it is and What it
is Not. The Daily Riff.
Sams, A. (2013). Flip Your Students’ Learning. Educational Leadership, 70 (6),
16.
Talbert, Robert. (2018). What does the research day about flipped learning
(rtalbert.org/what-does-the-research-say/)
Setren, E., et.al. (2019). Effects of the Flipped Classroom Evidence from a
randomized Trial.