“Flipped Classroom: Efficiency among the Students of

11 Stem 3 at Far Eastern University – High School”

An Academic Report

Presented to the Far Eastern University – High School

In Partial Fulfillment

of the Requirements for the Subject

English for Academic and Professional Purposes

By

Martinez, Benedict Anthony

Federico, Matthea Rizzy M.

Rakiin, Alnoor P.

Ricaforte, Kevin Acheles Q.

Suarez, Julie Ann R.

11 STEM 3

October 17, 2022

 I. Introduction

Arriving home from school, expecting to read lessons at own pace, only to be bombarded
with a number of take-home activities due at 11:59 p.m. This scenario is shared by many
students who are being subjected to Flipped Classroom, a new form of blended learning
modality. It is completely the opposite of what it aims to establish; to promote students’
engagement and learning by having them read at home and work on real-world problems in
class (Ross, 2022). Hence, resulting in a conundrum regarding its efficiency.

The aim of this report is to assess the efficacy of the Flipped Classroom by inquiring students
about their experiences and irregularities in the Flipped Classroom. Survey questions will be
held to determine the effects of Flipped Classroom on the student's performance in online
and onsite classes.

II. Background

Flipped Classroom is a blended learning modality that promotes students' engagement and
learning by having them read at home and work on real-world problems in class
(TeachThought, 2020). This report aims to put into effect whether Flipped Classroom is
effective or not. Flipped Classroom aims to enhance students' ability to take control of their
academics and to also have easier access to their lessons and contents. According to
Gonzales, the main objective of this modality is for students to do an advanced reading on
their given lessons and to have more academic engagement in their face-to-face classes
(2020). This method of instruction can exercise memory, and broaden comprehension and
problem-solving skills.

Given its positive effects, there are also drawbacks to a group of students that are having a
hard time with Flipped Classroom. Satparam stated that there is a number of challenges
students face on a daily basis on this type of modality these are lack of student motivation,
crumbled resistance of the students, student access to technology that is very limited, and
delivery (2022 Because of Flipped Classroom, it is also very well important to take notes of
the negative effects of this modality on other students who are having difficulties in their
studies wherein the students from 11 STEM-3 are experiencing. The main problem of the
students is not having enough time to study all of their subjects in one day wherein one
subject can take up almost all of their time and also their understanding of the lessons is
being tested. According to 7 Rev. Eur. Stud. 133, some students are having a hard time
understanding certain topics from the lessons that are given through the use of flipped
classrooms (2015). There is also a number of questions that are not answered when they go
to school and have a run-through of the lesson thus making the students unable to
understand the topic properly and efficiently.

III. Method

The respondents were 23 students from 11 STEM-3 in FEU High School. Their opinions
regarding the efficacy of the Flipped Classroom were gathered using printed survey papers
with five Likert Scale questions. The survey was held on September 30th, 2022 at FEU
Highschool, room 305 ABB building.

IV. Results and Discussion

Visual # 1

figure 1: I am having struggles with Flipped Classroom.

Data Commentary:

This figure illustrates if the students from 11Stem3 are having struggles in Flipped Classroom.
By choosing one of these categories (Strong Agree, Agree, Neutral, Disagree, and Strongly
Disagree), this survey was able to determine if this statement is true.

As the graph indicates, eight students agreed that they are having struggles with Flipped
Classroom, and another six students strongly agreed with this statement. On the other hand,
seven students chose to stay neutral.

With this data, it is now apparent that the majority of the students from 11Stem3 are having
difficulties with the new learning modality of Flipped Classroom.
Visual # 2

Figure 2: 1 Canvas Day a week is enough for me to finish all the check-out activities.

Data Commentary:

Figure 2 shows the response of Grade 11 STEM 3 students if the given day is enough for them to
finish all the check-out activities.

Out of 23 students, 9 of them disagreed that one day was enough for them, 5 students strongly
disagreed, 3 students agreed, 1 student agreed, and 5 students stayed neutral.

Survey shows that the majority of the students find it hard to finish all the given check-out
activities in one canvas day only.

Visual # 3
 Figure 3: I fully understand all the learning materials at home.

Data Commentary:
This figure shows that most of the students from 11-STEM 3 have disagree as the most answered
for number 3. This means that most of the students on 11-STEM 3 have trouble learning or
understanding the modules at home that the teachers provide. Some also answered neutral
meaning a lot of the students from the section is uncertain or unsure if they totally understood
the lesson or not which is bad.

Visual # 4
 Figure 4: I manage to finish all the activities inside the classroom.

Data Commentary:
The figure shows that, from 11 STEM 3, out of 23 students who answers the survey, the majority
chose neutral in this question. on this figure, we can see that, the majority in class are unable to
finish all the activities inside the classroom. 6 people agreed that they finish all activities inside
the class, 5 disagree, while 1 strongly disagree to finish all activities in the class.

Visual
#5
 Figure 5: All my concerns about the learning the learning materials
were answered during the deepening session.
Data Commentary:
This figure shows that majority of the survey respondents from 11 STEM-3 chose neutral as
their answer in this question. The figure illustrates that many from this class are unable to say
whether the concerns that they have from the learning materials that were published during
their Canvas Day were answered or not. Some also chose to disagree with the question that their
concerns were answered during the deepening sessions. Based on the figure above, the number
of students who chose to agree in this question is lower than the number of students who chose
to disagree which could mean that a lot more students are having a hard time understanding
certain topics and lesson that has been given during their Canvas Day.

The data implies the findings of the survey that was conducted to assess the effect of Flipped
Classrooms on students' performance in both on-site and online classes. There are differences
among pupils' responses to each question. The data, however, indicate more negative than
positive effects on students. As a result, it was assumed that Flipped Classroom was inefficient
given that more students are having difficulties with it than benefitting their academic
performance. It was shown in one of the results that the reason why pupils are struggling in
flipped classrooms is that they need more than one canvas day every week.

Hence, the researchers suggest that adding the number of canvas days in a week might help the
students lessen the negative effects of the Flipped Classes as a possible solution to this issue.
With the negative results that were gathered, the researchers came to the conclusion that
Flipped Classroom needs to be improved in order to be effective for the students and their
academic performance

V. References

Ross, A. (2022, October 4). The (Flipped) Classroom Of The 21st Century - Benefits &
Advantages. Panopto Video Platform. Retrieved October 16, 2022:
https://www.panopto.com/blog/the-classroom-of-the-21st-century/

Flipped Classroom Approach: Experiences from a Philippine State University (2022, December.).
Retrieved October 17, 2022:
https://www.researchgate.net/publication/339551302_Flipped_Classroom_Approach_Experie
nces_from_a_Philippine_State_University

HeinOnline. (2021, March 8). About. Retrieved October 17, 2022:

https://heinonline.org/HOL/LandingPage?handle=hein.journals/rveurost7

VI. Appendix*
 ENGLISH FOR ACADEMIC AND PROFESSIONAL PURPOSES
Quarterly Assessment #1 (1st Semester)
Writing an Academic Report
  
Name/s:(1) _Martinez, Benedict Anthony__ Score:_____________________
(2) _Federico, Matthea Rizzy____ Gr/Section:_11-STEM3___________
(3) _Rakiin, Alnoor___________ Date:_October 17,2022___________
(4) _Ricaforte, Kevin Acheles_______
(5) Suarez, Julie Ann____________  
 
Rubrics for Academic Report (100 pts)
Criteria Excellent (10) Very Good (8) Satisfactory (5) Needs SCORE
Improvement (2)
WRITTEN OUTPUT (60 pts)
Content  The group was able Some data and Most of the data Ideas are difficult to
- information are well- to elaborate data discussions are not and discussions are comprehend. Data
explained and elaborated and explained well. not explained commentary is not
- data commentary is effectively discussions. Data Data commentary well. Data practiced.
written commentary is is included. Some commentary is
effectively written. conclusions based included. Most
Conclusions based on data gathered conclusions are
on data gathered are not accurate.    irrelevant. 
are accurate. 
Sources The group used Some information Most sources are Ideas are merely
- additional sources are used to available and are irrelevant to irrelevant and based on personal
support judgments  relevant data to claims. There are useless. There are a observations. The
- reference formats are support claims. The few errors in the lot of errors in the summary did not use
accurately used paper used use of APA and in- use of APA and in- APA and in-text
- in-text citations are correct   accurate APA and text citation text citation citation formats.
in-text citation formats.  formats. 
formats.  
Word Use  The group was able There are few There are major The entire paper is
- academic language is used in to effectively lapses in academic lapses in academic composed of verbose
writing  observe academic writing. Some writing. A lot of expressions and
writing statements are statements are colloquial language. 
considerations. colloquial and colloquial and
Word choice is verbose.  verbose. 
appropriate. 
Structure  Topic is introduced Topic is Topic is The group did not
- given structure was in an interesting introduced. introduced. follow the structure.
completely followed  manner. Discussions are Paragraphs contain Ideas are difficult to
 Introduction   Paragraphs contain somehow clear, ideas. Some comprehend due to
 Background main ideas. related, and easy to discussions are not unorganized
 Method Discussions are follow. The report clear, related, and structure.   
 Results and clear, related, and ended with a easy to follow. The
Discussion easy to follow. The conclusion.  report ended with
report ended with a conclusion. 
an impactful
conclusion.
Visuals  The paper The paper used The paper used The paper did not
- use of tables/visuals to effectively used visuals to present visuals to present use visuals to present
present figures  visuals to present information. Some information. Most information. 
information. The content of the of the content of
content of the visuals are not the visuals are not
visuals are accurate.  accurate. 
accurate.  
Grammar and Mechanics The output is free There are minimal There are few Grammatical errors
- summary is free of of grammatical grammatical grammatical and poor sentence
grammatical errors errors. Sentences errors. Sentence errors. Some of the construction are
- the summary is free of errors are clear and well- structure are very sentences are not really
in capitalization and structured. The simple. There are clear. Some words distracting. Most of
punctuations output is also free minimal errors in are not accurately the words are not
of errors in mechanics. capitalized. Some accurately
mechanics.  punctuations are capitalized. Most
misused.  punctuations are
misused.  
PRESENTATION (40 pts)
Organization The introduction is The introduction is The beginning and There is no clear
- presentation is well- strong and somewhat conclusion were structure/organizati
structured and organized interesting. interesting. Most weak. Some on of the parts.
Information is information is information was
relevant and relevant and irrelevant and not
presented in a presented in a well-structured.
logical order. The logical order. The Conclusion lacks
conclusion of the conclusion of the impact.
presentation has presentation is
impact. somewhat
impactful.
Content Presentation Presentation Presentation Information
-content is accurate contains accurate contains somewhat contains somewhat presented is unclear
information. accurate accurate and lacking in some
Appropriate information. The information. There aspects. A lot of the
amount of material amount of material is a lack on the parts were not
is prepared. is somewhat amount of present. Students
Students show appropriate. materials have little to no
mastery on their Students show prepared/presente knowledge on their
report’s content. familiarity on their d. Students lack report’s content.
report’s content. familiarity on their
report’s content.
Word Use The presenters The presenters The presenters Most vocabulary was
- choice of words is formal and used appropriate mostly used somewhat used inappropriate. Code-
academic vocabulary. appropriate appropriate switching was
Technical terms vocabulary. There vocabulary. There observed all
are well-defined in were little to no was code- throughout the
language code-switching. switching in many presentation. There
appropriate for the Minimal instances. A lot of were a lot of
target audience. grammatical errors grammatical errors grammatical errors
There was no code- were observed. were observed. committed.
switching and
there were little to
no grammatical
errors.
Presentation Presenters Presenters Eye contact of Eye contact was not
- visual aids is pleasing and maintain good eye somewhat presenters were observed. Voices are
appropriate contact with the maintain good eye slightly observed. unclear and pacing is
- poised, controlled, and smooth audience, speaks contact with the Voices are not that inappropriate. The
delivery clearly and at an audience, speaks clear and audible. visual aid used is
understandable clearly and at an The visual aid used distracting and
pace. The visual aid understandable lacks impact and disorganized.
used is pace. The visual aid appropriateness.
appropriate, used is somewhat
 pleasing, effective appropriate,
and not distracting. pleasing, effective
and not distracting.
 
 TOTAL:
 
 
 
 
Teacher’s Comment:
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Teacher’s Name and Signature: _______________________________ Date: _______________________