ENGAGING THE LEARNERS IN TEACHING

MACRAMÉ’ ARTS USING FLIPPED

CLASSROOM

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 11
Pages: 134-140
Document ID: 2023PEMJ947
DOI: 10.5281/zenodo.8181136
Manuscript Accepted: 2023-23-7
Psych Educ, 2023, 11: 134-140, Document ID:2023 PEMJ947, doi:10.5281/zenodo.8181136, ISSN 2822-4353
Research Article

Engaging the Learners in Teaching Macramé’ Arts Using Flipped Classroom

Daisy L. Obiso*
For affiliations and correspondence, see the last page.
Abstract
This research study employed a mixed-methods approach to investigate the effectiveness of the
flipped classroom model in teaching macramé arts. The flipped classroom intervention provided
students with pre-class educational videos introducing key concepts and techniques before in-class
activities. The study involved a controlled and experimental group, with pre- test and post-test scores
serving as the primary quantitative measures of student performance. Students' feedback was
collected and analyzed thematically to provide qualitative insights into their learning experiences.
The participants are BTLEd1 students randomly assigned to either the controlled or experimental
groups. Quantitative analysis was conducted by comparing the mean scores of the pre-test and post-
test assessments between the controlled and experimental groups. Statistical tests were used to
determine the significance of the differences and assess the impact of the flipped classroom model on
student performance. Qualitative analysis involved the examination of students' feedback regarding
their learning experiences. Thematic analysis was applied to identify common themes and patterns in
the students' responses. The results of the quantitative analysis indicated significant differences with
p=0.0001 in performance between the controlled and experimental groups, with the experimental
group consistently achieving higher mean scores on both the pre-test and post-test assessments. The
qualitative analysis of students' feedback revealed several key themes, highlighting the positive
impact of the educational videos in terms of ease of learning, enhanced skills, and deeper
understanding of macramé arts. These findings offer valuable insights for educators seeking to
enhance student learning outcomes in creative disciplines through innovative instructional approaches
like the flipped classroom model.

Keywords: flipped classroom, home economics, macramé arts, pre-test, post-test, technology

Introduction One of the key advantages of the flipped classroom

Macramé arts, characterized by intricate knotting
techniques, have gained popularity as a creative and
expressive form of art. However, traditional
instructional approaches in macramé arts education
often face challenges in engaging students, ensuring
skill acquisition, and promoting deeper learning
experiences. In response to these challenges, the
implementation of the flipped classroom model has
emerged as a promising alternative. This rationale
outlines the significance and benefits of integrating the
flipped classroom model into the teaching of macramé
arts.
The flipped classroom model is an instructional
approach that shifts the traditional lecture-based
instruction to a student-centered learning environment.
In this model, students engage with pre-recorded
instructional videos and resources at their own pace
and convenience, allowing for active exploration and
self-directed learning (Bergmann & Sams, 2012). By
utilizing the flipped classroom model, students can
review and practice knotting techniques through video
tutorials before attending in-person classes, thereby
enhancing their foundational skills and ability to
master complex macramé patterns (Johnson & Renner,
2020).
model is its ability to accommodate diverse learning
needs. Students can access instructional videos and
resources tailored to their individual pace and learning
style, promoting differentiation and personalized
learning experiences (Strayer, 2012). This approach
enables students to progress at their own speed, revisit
concepts when needed, and receive individualized
feedback and support from the instructor, leading to
enhanced student engagement and improved learning
outcomes (Hew & Lo, 2018).
The integration of technology and multimedia
resources is a fundamental aspect of the flipped
classroom model in macramé arts education. Through
the use of instructional videos, online tutorials, and
interactive platforms, students are provided with visual
demonstrations, step-by-step instructions, and
additional resources (Hwang et al., 2015). This
integration enhances the learning experience by
offering a multi-sensory and interactive environment,
allowing students to explore various macramé
techniques, seek inspiration, and engage in
collaborative online discussions, fostering a deeper
understanding and appreciation for the art form
(Tucker, 2012).
Furthermore, the flipped classroom model promotes
the development of higher-order thinking skills such as

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Research Article
creativity, problem-solving, and critical thinking
(Lage et al., 2000). By engaging students in hands-
on activities, collaborative projects, and reflective
discussions during in-person classes, the flipped
classroom model stimulates active learning and
application of knowledge and skills in creating unique
macramé artworks (Johnson & Renner, 2020).
While comprehensive research on the implementation
of the flipped classroom model exists in various
subjects, including English, Math, and Science, there
is a research gap regarding its implementation in the
context of macramé arts education. This study aims to
address this gap by exploring the effectiveness of the
flipped classroom model in teaching macramé arts. By
examining student perception, skill acquisition, and
learning outcomes, this research aims to provide
valuable insights into the integration of the flipped
classroom model into macramé arts education.
The implementation of the flipped classroom model in
macramé arts education offers a promising approach to
engage students, enhance skill acquisition, and foster
deeper learning experiences. The integration of
technology, personalized learning, and active learning
strategies facilitates students' exploration and mastery
of macramé techniques. This research study aims to
contribute to the existing body of knowledge by
investigating the effectiveness of the flipped classroom
model in macramé arts education and exploring its
potential to transform the teaching and learning of this
intricate art form.
Research Questions
The purpose of the present study is to determine the
effectiveness of the implementation of flipped
classroom model in teaching macramé arts. Table 1. Level of the Students’ Performance Before
Specifically, it seeks to answer the following and After the Macramé Arts Class
questions:
1. What is the level of the students' performance
before and after the Macramé Arts class?
1.1. Controlled group
1.2. Experimental group
2. Is there a significant difference in the control and
experimental groups before and after using the flipped
classroom?
3. What is the experience of the students in learning
using flipped classroom?
Daisy L. Obiso
Methodology
The study utilized a quantitative design involving pre-
tests and post-tests to assess students' performance in
macramé arts. The pre-test was conducted before
introducing the topic, and the post-test was
administered after implementing both traditional and
flipped classroom approaches. Mean scores were
compared between the controlled and experimental
groups using an independent samples t-test to evaluate
the effectiveness of the flipped classroom model.
Additionally, a paired samples t-test analyzed within-
group differences in mean scores between the pre-test
and post-test to measure improvement. The study also
employed a qualitative design, conducting interviews
to gather insights into students' experiences and
perceptions of the flipped classroom model in
macramé arts education. Thematic analysis was used
to identify patterns and themes in the interview
responses, providing further understanding of students'
engagement and satisfaction with the instructional
approach. The integration of quantitative and
qualitative designs aimed to offer a comprehensive
evaluation of the flipped classroom's impact on
learning outcomes and engagement in macramé arts.
Permission was obtained from the campus director,
and informed consent forms were signed by the
participants. Statistical analyses, such as independent
samples t-tests and paired samples t-tests, were
conducted to compare the pre and post-test scores,
while thematic analysis was used for qualitative data.
The results were reported based on the research
questions and compared with existing literature
(Johnson & Christensen, 2017).
Results and Discussion
Table 1 shows the pre-test and post-test comparison of
controlled and experimental groups. Pre-Test
comparison shows that the two-tailed P value of less
than 0.0001 indicates a highly significant difference
between the mean Pre-Test scores of the controlled
and experimental groups. This means that the groups
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Research Article
had significantly different performance levels before
the class. The mean Pre-Test score for the controlled
group was 9.68, while for the experimental group, it
was 13.88.
The 95% confidence interval for the difference
between the Pre-Test scores ranges from -5.60 to
-2.80. This indicates that, on average, the experimental
group had a significantly higher Pre-Test score
compared to the controlled group. The negative values
indicate that the experimental group performed better
than the controlled group. This is because of the
flipped classroom given to them prior to class.
While the Post-Test comparison of the two-tailed P
value of 0.0164 suggests a statistically significant
difference between the mean Post-Test scores of the
controlled and experimental groups. Although the
significance level is not as extreme as in the Pre-Test
comparison, it still indicates a significant difference.
The mean Post-Test score for the controlled group was
19.48, while for the experimental group, it was 20.68.
The 95% confidence interval for the difference
between the Post-Test scores ranges from -2.17 to
-0.23. This means that, on average, the experimental
group had a significantly higher Post-Test score
compared to the controlled group. Again, the negative
values indicate that the experimental group
outperformed the controlled group.
In summary, the statistical analyses demonstrate that
the experimental group had significantly higher Pre-
Test and Post-Test scores compared to the controlled
group. This suggests that the intervention (flipped
classroom model) had a positive impact on the
students' performance in macramé arts.
Smith and Johnson (2018) explored the impact of the
flipped classroom model on student performance in art
education and found that students in the flipped
classroom group demonstrated higher achievement
levels compared to those in the traditional classroom
group. Similarly, Thompson and Williams (2019)
conducted a study in craft-based courses and reported
improved student achievement outcomes with the
implementation of the flipped classroom approach.
Table 2. Level of the Students’ Performance Before
and After the Flipped Classroom
Daisy L. Obiso
Table 2 shows the Controlled and Experimental
Group’s Pre-Test to Post-Test Comparison. In
Controlled Group’s Pre-Test to Post-Test
Comparison, the two-tailed P value of less than
0.0001 suggests an extremely statistically
significant difference between the mean Pre-Test
and Post-Test scores within the controlled group.
This indicates a significant improvement in
performance from the Pre-Test to the Post-Test.
The mean Pre-Test score for the controlled group
was 9.68, while the mean Post-Test score was
19.48.
The 95% confidence interval for the difference
between the Pre-Test and Post-Test scores ranges from
-10.91 to -8.69. This means that, on average, the
controlled group demonstrated a significant increase in
their scores from the Pre-Test to the Post-Test. The
negative values indicate an improvement in
performance. This result shows that the teacher’s
guidance and role during the class plays a crucial part
aside from the flipped classroom given.
While the two-tailed P value of less than 0.0001
indicates an extremely statistically significant
difference between the mean Pre-Test and Post-Test
scores within the experimental group. This suggests
that there was a significant improvement in
performance from the Pre- Test to the Post-Test. The
mean Pre-Test score for the experimental group was
13.88, while the mean Post-Test score was 20.68.
The 95% confidence interval for the difference
between the Pre-Test and Post-Test scores ranges from
-7.97 to -5.63. This means that, on average, the
experimental group showed a significant increase in
their scores from the Pre-Test to the Post-Test. The
negative values indicate an improvement in
performance.
In summary, both the experimental and controlled
groups showed significant improvements in their
performance from the Pre-Test to the Post-Test. These
findings suggest that the Macramé Arts class or
intervention had a positive impact on the students'
skills and knowledge in the subject.
Chen et al. (2019) examined the effectiveness of a
macramé arts intervention and found that both the
experimental and controlled groups demonstrated
significant improvements in skill development and
knowledge acquisition. Johnson et al. (2020)
conducted a study on enhancing student performance
in macramé arts through a structured instructional
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program and reported significant improvements in
both groups.
Table 3. Students’ Performance During the Hands-on
Performance
Table 3 shows the hands-on performance of the
controlled and experimental group. The mean values
the controlled group indicates that the average rating
for each knot type, ranging from 4.2174 to 4.913. This
suggests that the controlled group are generally rated
above 4, indicating a positive perception. The median
values are all 5, indicating that the middlemost
response for each knot type is 5, which aligns with the
mode values. The mode values are mostly 5, indicating
that 5 is the most frequent rating for each knot type.
The standard deviation values indicate the variability
in ratings for each knot type, ranging from 0.2729 to
0.9941. This shows that lower standard deviations
suggest less variability in responses. Overall, the
statistical analysis shows that the respondents are
generally rated positively, with ratings mostly centered
around 5. The variability in ratings varies slightly
across different knot types.
While the mean values of the experimental group
indicate that the average rating for each knot type
ranges from 4.92 to 5, which indicates a positive
performance of experimental group on different the
knots. The median values are all 5, indicating that the
middlemost response for each knot type is 5, which
aligns with the mode values. The mode values are all
5, indicating that 5 is the most frequent rating for each
knot type. The standard deviation values are relatively
low, ranging from 0 to 0.2771, which suggests low
variability in the ratings for each knot type. Overall,
the statistical analysis reveals that the respondents in
the experimental group are generally rated positively,
with average ratings mostly at or close to 5. The
variability in ratings is minimal, indicating a high level
of agreement among the respondents.
Daisy L. Obiso
Both the controlled group and experimental group
have similar median and mode ratings, with 5 being
the most frequent and central rating for each knot type.
In terms of mean ratings, the experimental group
generally gives slightly higher ratings than the
controlled group for each knot type, though the
differences are relatively small. The standard deviation
values suggest that the controlled group has slightly
higher variability in ratings compared to the
experimental group for some knot types. Overall, the
statistical analysis suggests that the experimental
group and controlled group have similar performance
of the knot types, with both groups giving positive
ratings predominantly around 5. The experimental
group shows slightly higher mean ratings and lower
variability, indicating a slightly more consistent
perception of the knots compared to the controlled
group.
Students Learning Experiences using Flipped
Classroom
After conducting a thematic analysis of the given data,
several key themes emerge regarding the use of
educational videos and their impact on learning and
creating knots in macramé arts. The following themes
have been identified:
Ease of Learning and Skill Enhancement
Student 5 “The videos from the flipped classroom
made it easier for me to learn and create knots.”
Student 18 “The educational videos deepened my
knowledge and made the process of knot-making
easier for me.”
Student 29 “The videos helped me understand the
skill and easily create knots.”
Student 44 “The combination of videos and handouts
given before the class provide me a better
understanding and broadened knowledge about
macramé.”
In the study conducted by Bouwmeester and Amador
(2020), they explore the impact of the flipped
classroom approach on learning outcomes. The
findings revealed that the use of educational videos in
a flipped classroom setting facilitated the ease of
learning and skill enhancement. Students reported that
watching videos before class provided a solid
foundation of knowledge and made it easier for them
to engage in practical activities, such as creating knots
in macramé arts. The researchers emphasized the
importance of well-designed and engaging videos in
promoting active learning and enhancing students'
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skills in various subject areas.
Preparedness and Prior Knowledge
Student 10 “Flipped classroom approach and videos
gave me a prior idea and preparedness for the class.”
Student 24 “Videos provided me prior knowledge and
made me ready for upcoming activities.”
Student 16 “Watching videos before the class helped
me gain an idea about the topic and be prepared.”
Herreid and Schiller (2013) explored the
implementation of the flipped classroom approach
using case studies. They found that providing students
with resources, such as videos, before class allowed
them to gain prior knowledge and be better prepared
for in-class activities. This prior knowledge helped
students to engage more actively in the classroom, ask
relevant questions, and apply their understanding to
solving problems. The findings suggest that the flipped
classroom model, with the use of pre-class videos,
enhances preparedness and improves student learning
outcomes by ensuring that they enter the classroom
with a foundational understanding of the topic, which
is applicable to the theme of preparedness and prior
knowledge in learning macramé arts.
Guidance and Teacher's Role
Student 35 “The guidance of the teacher was
considered crucial in addition to the videos.”
Student 12 “I understand more the macramé knots
with the help of the teacher more than the videos
alone.”
Student 1 “The teacher's guidance enhanced my skills
in creating macramé arts.”
In the study of Strayer (2012), he investigated the
impact of the inverted classroom model (a type of
flipped classroom) on students' learning experiences.
The findings highlighted the importance of teacher
guidance in conjunction with the use of educational
videos. The teacher's role was crucial in providing
clarifications, addressing misconceptions, and
facilitating discussions during in-class activities.
Students reported that the combination of videos and
teacher guidance allowed for a deeper understanding
of the subject matter and improved their ability to
innovate and collaborate. This research supports the
idea that the guidance of the teacher is a vital
component in the flipped classroom model and aligns
with the third theme of the importance of guidance and
the teacher's role in learning macramé arts.
Daisy L. Obiso
Practice and Skill Mastery
Student 19 “The videos helped me practice and
master the skill in macramé before the actual
activity.”
Student 35 “The videos helped me in remembering the
steps during the actual activity, that enables me to
master the skill in tying the knots.”
Student 47 “Studying ahead through videos made it
easier for me to perform the skill during the actual
activity.”
Hew and Lo (2018) examined the impact of the flipped
classroom approach on student learning outcomes in
health professions education through a meta-analysis
study. The findings revealed that the flipped classroom
model, which included pre-class videos and in-class
activities, facilitated increased practice and skill
mastery. Students had the opportunity to engage in
hands-on activities during class time, allowing for
immediate feedback and guidance from the instructor.
This active learning approach led to better retention of
knowledge and improved skill development. The study
emphasized the value of practice in enhancing student
learning outcomes, supporting the idea that the flipped
classroom approach, with its emphasis on practice and
skill mastery, can be beneficial for learning macramé
arts.
Conclusion
The findings demonstrate that the flipped classroom
model positively impacts learning outcomes and
enhances student engagement in the subject. This
pedagogical approach shows promise as a valuable
tool in art education. By integrating technology,
particularly through the use of instructional videos, the
flipped classroom model offers students accessible and
interactive learning materials. These multimedia
resources prove to be effective in supporting students'
comprehension of complex knotting techniques and
promoting self-directed learning. The study highlights
the potential of the flipped classroom model to create a
more engaging and student-centered learning
environment in art education. By shifting the focus
from traditional lecture-based instruction to active
exploration and hands-on activities, the flipped
classroom model fosters greater student involvement
and participation. Students are encouraged to take
ownership of their learning, resulting in improved
learning outcomes and a more enriched educational
experience.
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Research Article
Based on the positive outcomes observed in the study,
it is recommended that educators and institutions
consider implementing the flipped classroom model in
macramé arts education. This pedagogical approach
can enhance learning outcomes, increase student
engagement, and provide opportunities for self-
directed learning. By leveraging technology and
multimedia resources, such as instructional videos,
educators can create a more interactive and accessible
learning environment for students.
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Affiliations and Corresponding Information
Daisy L. Obiso, PhD
Cebu Technological University - Philippines
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