Flipping Math: Performance Analysis Of Senior High School Stem Students

Neil Marc  G. Tomas,

Flipping Math: Performance Analysis Of Senior High School Stem Students

Abstract:

Mathematics education in the Philippines continues to face obstacles as students reported having difficulty in courses such as Basic Calculus. Limited research has been conducted on the impact of the Flipped Classroom Model (FCM) on students’ performance in senior high school mathematics, where FCM is integrated with AI tools. The study explored the FCM taught grade 11 STEM students’ mathematics performance. The quasi-experimental research design utilized a non-equivalent control group pretest-posttest to 50 purposively sampled students from two public secondary schools in Quirino Province. The experimental group was taught using FCM in combination with the AI tools while the control group received a traditional lecture-based instructional model. The validated pre-test and post-test developed was administered based from the existing Basic Calculus curriculum. Findings revealed that both groups improved significantly, and there was no statistically significant difference acquired between groups (p = .717). Furthermore, the control group had a higher mean gain (25.10) compared to the experimental group (22.50). The Cohen’s d = 0.356 illustrates a small to moderate effect size. This implies that both high-performing and lowperforming students benefited from the FCM, and suggested some potential equitable academic growth in student performance. The study concluded that FCM is effective in developing grade 11 STEM students’ performance in Basic Calculus, but does not produce significantly more positive results over traditional instructional delivery. This warrants consideration of contextual issues and various hybrid instructional models in future research.

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