A Flipped Classroom Approach to Teaching Understanding Culture, Society, and
Politics: The Case of a Science High School
Introduction
(Elaborate on how cultural
education is relevant at the global level) It
equips students to engage in the social
world. Moreover, this research aligns with
the United Nations' Sustainable
Development Goals (SDGs), particularly
Goal 4: Quality Education. By exploring
innovative approaches in teaching UCSP,
the study aims to contribute to the
improvement of educational quality and
promote inclusive and equitable education
opportunities for all students, regardless of
their background or academic
performance. Understanding Culture,
Society, and Politics (UCSP) is an
interdisciplinary course for all senior high
school students in the Philippines. USE
DEPED’s curriculum. Due to the
complexity of the subject matter,
innovative approaches have been
developed in teaching it.
Adefuin (2019) explored the use of
a Learning Management System (LMS) to
facilitate the Understanding Culture
Society and Politics (UCSP) subject for
Technical Vocational Livelihood Senior
High School (TVL-SHS) students. The
study employed a quantitative, descriptive
approach and measured pre-test and post-
test exam scores of the students. Quipper
School was used as the LMS platform, and
statistical reports from Quipper School,
along with interviews and direct
observation, were analyzed as data
sources. The findings revealed that all
students were able to access the LMS, but
issues such as internet connectivity, limited
computer availability, and distance to the
computer laboratory affected their access.
The study reported a mean value of 13.28
or 18.98% completed topics and a mean
value of 8.03 or 11.48% mastered topics
based on LMS assignments. Additionally,
there was a 6.38% improvement in exam
scores after the integration of LMS.
Golingay (2021) examined the
impact of using Kahoot, an educational
technology tool, on the performance of
grade 11 learners in the Understanding
Culture, Society, and Politics subject at
Milan National High School. The study
was conducted during the school year
2019-2020 and involved 60 participants
selected from two heterogeneous sections.
The participants were divided into a
control group and an experimental group.
A researcher-made instrument was used to
assess learner performance, and statistical
tools such as mean, standard deviation,
independent sample t-test, and paired
sample t-test were employed for data
analysis. The findings indicate that
learners using Kahoot achieved higher
performance levels compared to those
exposed to traditional lecture methods.
These results highlight the effectiveness of
Kahoot in enhancing teaching and learning
in the Understanding Culture, Society, and
Politics subject.
One angle unexplored in the
literature is the appropriateness of Flipped
Classroom in teaching UCSP. There have
been other studies on the use of Flipped
Classroom in the Philippines but none that
has UCSP as the subject of application.
For example, Gonzales (2019). The
study conducted by Gonzales explored the
experiences of 49 second-year regular, pre-
service teachers from a Philippine State
University in employing the flipped
classroom approach. Through a Focus
Group Discussion (FGD) and the use of
NVivo software, themes emerged from
participants’ responses, resulting in five
themes categorized into two parts: the
lived experiences of the student-
participants and the challenges
encountered. The findings revealed the
effectiveness of the flipped classroom
approach in subjects such as Child and
Adolescent Development and Action
Research in Mathematics. The challenges
encountered by the participants primarily
revolved around the approach itself and the
technological aspects.
Studies in closest proximity are
those that inquire into the use of Flipped
Classroom for Araling Panlipunan
subjects. To the author’s knowledge, both
are at present unpublished (Cruz, 2018;
Hidalgo & Callo, 2022). Furthermore, they
do not deal with UCSP in particular. This
establishes a research gap which this study
sets out to fill in.
Of special interest is the case of
students in a science high school due to
their stringent requirements for admission.
Hence this study inquires into whether
Flipped classroom is effective for high
performing students. So this study inquires
into how effective the flipped classroom
approach is in teaching Understanding
Culture, Society, and Politics in terms of
improvement in student performance in a
pre-test post-test design, and student
satisfaction.
Specifically, this study inquires
into the perceptions of the Grade 12
students of Tagbilaran City Science High
School in the School Year 2022-2023
regarding the delivery of a BSED Social
Studies pre-service teacher from Holy
Name University who employed the
flipped classroom method for the 3rd
Quarter of the UCSP course. Score
1. What is the level of performance of the
control group (traditional lecture method)
in Understanding Culture Society and
Politics in terms of:
1.1. Pre-test?
1.2. Post-test?
2. What is the level of performance of the
experimental group (flipped classroom)
2.1. Pre-test?
2.2. Post-test?
3. Is there a significant difference in
students' in UCSP when taught using a
flipped classroom approach compared to a
traditional lecture-based approach?
4. How well do students rate the course
when classified into:
4.1. Students who experienced the
traditional lecture method;
4.2. Students who experienced the
flipped classroom?
5. Is there a significant difference in
students’ evaluation of the course
Understanding Culture, Society, and
Politics when taught using a flipped
classroom approach compared to a
traditional lecture-based approach?
6. What themes emerge in the student
evaluation of the course, when classified
into:
6.1. Students who experienced the
traditional lecture method;
6.2. Students who experienced the
flipped classroom?
Methods
A mixed-methods design was
employed in this study to provide a
comprehensive understanding of the
effectiveness of the flipped classroom
approach in teaching Understanding
Culture, Society, and Politics (UCSP) to
high performing students. The research
questions 1 to 5 were addressed using a
quasi-experimental design, while research
question 6 utilized content analysis of
student evaluations.
The use of a quasi-experimental
design was appropriate for research
questions 1 to 5, which aimed to compare
the level of performance between the
control group (traditional lecture method)
and the experimental group (flipped
classroom). Due to the constraints of
practicality and feasibility, random
assignment of participants was not
possible. Instead, intact groups were
selected as the control and experimental
groups.
The study was conducted at
Tagbilaran City Science High School
(TCSHS), which provided the appropriate
environment for examining the
effectiveness of the flipped classroom
approach in UCSP. The inclusion criteria
for participants were Grade 12 students of
TCSHS, ensuring that they were actively
engaged in the UCSP course during the
School Year 2022-2023. To avoid potential
bias, students who had already participated
in the pre-testing phase were excluded
from the study.
A total of 30 participants were
selected for this study. The control group
consisted of 15 participants, while the
experimental group also consisted of 15
participants. The selection of this sample
size was determined based on the available
population within TCSHS and
considerations of practicality and
resources.
To measure the level of
performance in UCSP, a researcher-made
UCSP Test was developed. The test was
expert-validated to ensure content validity.
Additionally, a pilot test was conducted to
assess its reliability, which yielded a
satisfactory Chronbach's alpha coefficient
of 0.74.
Test-retest reliability (r) – use the
data from the other section.
For evaluating the course, a
researcher-made course evaluation form
was designed. The form included both a
Likert-scale section and an extended
response part to capture students'
perceptions and feedback. The instrument
was pilot-tested to ensure its clarity,
reliability, and validity. The Likert-scale
section showed good internal consistency
with a Chronbach's alpha coefficient of
0.81.
Research questions 1 and 2, which
aimed to determine the level of
performance in UCSP for the control and
experimental groups, were analyzed using
weighted mean calculations. Weighted
mean was chosen to account for the
different sample sizes in each group.
Research question 3, examining the
significant difference in students'
understanding of culture, society, and
politics between the control and
experimental groups, was analyzed using
an independent t-test. This statistical test
was appropriate for comparing the means
of two independent groups.
Research question 4, investigating
the students' rating of the course, was
analyzed using arithmetic mean
calculations. This allowed for an average
rating of the course for each group.
Research question 5, exploring the
significant difference in students'
evaluation of the UCSP course between
the control and experimental groups, was
analyzed using an independent t-test. This
statistical test allowed for a comparison of 6 25 45
the means between the two groups. 7 25 47
Finally, research question 6, 8 23 46
focusing on the thematic analysis of 9 28 48
student evaluations, involved an inductive 10 26 48
approach to identify patterns and themes in 11 20 48
the qualitative data. Thematic analysis was 12 26 48
chosen as it allowed for a comprehensive 13 25 47
exploration of the rich content within the 14 23 47
student evaluations.
15 22 48
The chosen methods and analyses Table 2. Scores of the Experimental Group
were determined to be suitable for
Satisfaction
addressing the research questions and
Student Level Verbal Description
providing a comprehensive understanding
of the effectiveness of the flipped 1
classroom approach in teaching UCSP to 2
high performing students. 3
4
Results
5
Student Pre-Test Post-Test 6
1 23 35 7
2 25 33 8
3 23 37 9
4 24 30 10
5 23 35 11
6 25 37 12
7 26 37 13
8 24 35 14
9 23 37 15
10 23 31 Table 3. Satisfaction Levels of Control
11 28 36 Group
12 25 35
13 26 35
14 24 35 Table 4. Satisfaction Levels of
Experimental Group
15 25 31
Table 1. Scores of the Control Group
Student Pre-Test Post-Test
1 25 47
Discussion
2 25 48
3 24 46 The data reveals
4 25 47 References
5 25 47
Cruz, M. G. V. G. (2018). The
Effectiveness of Flipped Classroom
Environment in Improving
Learners’ Academic Achievement
in Araling Panlipunan.
Golingay, G. (2021). Kahoot: Its Upshot
on Learners’ Performance in
Understanding Culture, Society,
and Politics. SSRN Electronic
Journal, 46 Pages. Online ISSN:
1556-5068.
Gonzales, R. R. (2019). Flipped Classroom
Approach: Experiences from a
Philippine State University. The
Normal Lights, 13(2), 67-89.
Hidalgo, D. M., & Callo, E. C. (2022).
Flipped Classroom Practices in
Improving the Economic Skills and
Social Learning of Grade 9
Students. In 3rd International
Conference on Multidisciplinary
Industry and Academic Research.
Institute of Industry and Academic
Research Incorporated.