The Effect of the Flipped Classroom Strategy t

o the Behavior of Grade 11 STEM Students on

Polomolok National High School
By
Mark Joey Filamo
Joshua Razzi Garingo
Grecy Jun Lamoste
Gierald Tubil
 Introduction
•
Flipped classroom is an instructional strategy and a type of blended learnin
g that reverses the traditional learning environment by delivering instructio
nal content.
•
The use of the flipped classroom as an alternative to the traditional learnin
g environments has been increasingly attracting the attention of researcher
s and educators.
•
It is even asserted that the flipped classroom, which is used to create effec
tive teaching environments at schools, is the best strategy for using techno
logy in education (Hamdan, Mcknight, Mcknight and Arfstrom, 2016).
 Statement of the Problem
How do STEM students behave in a flipped classroom strategy
•

set up?
What are the activities in a flipped classroom strategy used?
•

What are the effects of using flipped classroom strategy in a

•

typical STEM classroom set up?

 Significance of the Study
•
To the teachers
•
To the students
•
To the school administrator
•
To the readers
•
To the future researcher
 Research Design
•
Descriptive Research design
 Sampling Technique
•
Simple random sampling technique
 Respondents
•
five (5) from Grade 11 STEM-Edison
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five (5) from Grade 11 STEM-Einstein
 Analysis of Data
•
Table number 1 shows from the data that researcher gathered from the
participants reveals that the behavior of Grade 11 STEM on ICT related
activities used by the teachers were Happy, Bored, and Interested.
•
Table number 2 shows from the data that the researcher gathered from the
participants reveals that some ICT related activities used by STEM teachers
in their lesson were HTML, Powerpoint, and Online Presentation.
•
Table number 3 shows from the data that the researcher gathered from the
participants reveals that the effects of using flipped classroom strategy to
STEM students were they learn easily, become lazy, and uneasy to catch up.
 Summary and Findings
The behavior of Grade 11 STEM students on ICT related
•

activities used by the teachers were Happy, Bored, and

Interested.
Some ICT related activities used by STEM teachers in their
•

lesson were HTML, Powerpoint Presentation, and Online

Presentation.
The effects of using flipped classroom strategy to STEM students
•

were they learn easily, become lazy, and uneasy to catch up.
 Conclusions
•
Every grade 11 STEM student has different behavior in a Flipped Classroom Strategy set
up, like being bored or happy and interested for using technology such as computers (Yil
maz, 2017).
•
The common ICT related activities used by the STEM teachers in Polomolok National Hig
h School were Powerpoint Presentation, Online Presentation, and making HTML
(Johnston, 2017) that need to keep in short length and to the point (Johnson, 2016).
•
The effects of Flipped Classroom Strategy had an advantage and disadvantage. For the a
dvantage, the learners can learn easily because can view class lectures using home com
puters or personal devices while for the disadvantage, some learners said that it is not ea
sy to catch up if the student find the flipped format difficult (Bishop and Verlegar, 2017)an
d they will just depend on the Presentation and they will become lazy.
 Recommendations
•
The learners must not only depend at the presentations but
always take note every time when the teacher will teach.
•
The teachers must not just use common activities such as
Powerpoint Presentation, Online Presentation but explore more
activities that can boost learners to learn.
•
The future researcher must conduct further study about Flipped
Classroom Strategy.