Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 21 no. 7 (2024)

Unleashing the Potential Influence of Flipped Classroom Utilization towards the Student’s Achievement in Mathematics

Alegine Pimentel | Jayson Cababat | Ralph Pespeñan | Emerson Peteros

Discipline: Mathematics

 

Abstract:

The flipped classroom enables teachers to accommodate the different needs of their students. With in-class activities, learning gaps and strengths can be addressed individually, allowing a more personalized approach to teaching. This research assessed the potential influence of the Flipped Classroom utilization towards the mathematics achievement in Rational Functions competencies of the Grade 11 Computer Systems Servicing and General Academic Strand students of Talisay City National High School in Talisay City Division for the school year 2023-2024. A descriptivecorrelational research design was utilized in this study using a survey questionnaire and achievement test. There were 134 respondents in the sample, and it was selected using simple random sampling from the population of the students at Talisay City National High School. The data were statistically analyzed through percentage, frequency counts, weighted mean, and Pearson-r correlational test for significant relationships. The findings revealed that the level of acceptability in terms of the pedagogical aspect of the utilization of the flipped classroom significantly influences the student’s academic achievement in Mathematics. The researcher highly recommends that the Flipped Classroom Utilization Enhancement Plan be implemented and could serve as a supplementary strategy in addressing the students' varied learning needs, particularly in mathematics.



References:

  1. Adams, C. (2019). TPACK model: the ideal modern classroom. Technology and the Curriculum: Summer 2019. https://bit.ly/3FoW9qo
  2. Alyoussef, I. Y. (2022). Acceptance of a flipped classroom to improve university students’ learning: An empirical study on the TAM  model and the unified theory of acceptance and use of technology (UTAUT). Heliyon, 8(12).  https://doi.org/10.1016/j.heliyon.2022.e12529
  3. Assari, S., Boyce, S., Bazargan, M., & Caldwell, C. H. (2020). Mathematical performance of American youth: Diminished returns  of educational attainment of Asian-American parents. Education sciences, 10(2), 32. https://doi.org/10.3390/educsci10020032
  4. Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International society for  technology in education. https://bit.ly/3QnMxlY
  5. Bernardo, A. B., Cordel, M. O., Lapinid, M. R. C., Teves, J. M. M., Yap, S. A., & Chua, U. C. (2022). Contrasting profiles of low performing mathematics students in public and private schools in the Philippines: insights from machine learning. Journal of  Intelligence,10(3),61. https://doi.org/10.3390/jintelligence10030061
  6. Bhandari, P. (2023). Correlational Research | When & How to Use. https://www.scribbr.com/methodology/correlational-research/
  7. Brame C. J. (2017). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content.  CBE life sciences education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125
  8. Cababat, J. & Pespeñan, R. (2023). An Assessment of the Numerical and Analytical Skills of Grade 11 Senior High School Students. 10.5281/zenodo.7808787.
  9. Capuno, R., Necesario, R., Etcuban, J. O., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, Study Habits, and  Academic Performance of Junior High School Students in Mathematics. International Electronic Journal of Mathematics Education,  14(3), 547-561. https://eric.ed.gov/?id=EJ1227082
  10. Cardino Jr, J. M., & Cruz, R. A. O. D. (2020). Understanding of learning styles and teaching strategies towards improving the teaching  and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education, 8(1), 19-43.  https://doi.org/10.31129/LUMAT.8.1.1348
  11. Cilliers, E. J. (2017). The challenge of teaching generation Z. PEOPLE International Journal of Social Sciences.  http://hdl.handle.net/10453/158991
  12. DepEd Order No. 013 s. 2018. Implementing Guidelines on the Conduct Remedial and Advancement Classes During Summer for the  K-12 Basic Education Program. https://www.deped.gov.ph/wpcontent/uploads/2018/03/DO_s201 8_013.pdf
  13. DepEd (2019). PISA 2018 National Report of the Philippines. https://tinyurl.com/27hkzyaf
  14. DepEd (2022). K-12 Most Essential Learning Competencies, Senior High School Core Subjects -General Mathematics. 512-515.  https://tinyurl.com/y7sj79x4
  15. DepEd Order No. 16, s. 2023. Revised Guidelines on the Implementation of the Department of Education Computerization Program  (DCP). https://www.deped.gov.ph/wp-content/uploads/DO_s2023_016.pdf
  16. Dutton, J., Dutton, M., & Perry, J. (2002). How do online students differ from lecture students. Journal of asynchronous learning  networks, 6(1), 1-20. https://tinyurl.com/pj68uztb
  17. Edwards, C., & Rule, A. (2013). Attitudes of middle school students: Learning online compared to face to face. Journal of Computers  in Mathematics and Science Teaching, 32(1), 49-66. https://www.learntechlib.org/primary/p/40411/
  18. Fernández-Martín, F. D., Romero-Rodríguez, J. M., Gómez-García, G., & Ramos Navas-Parejo, M. (2020). Impact of the flipped  classroom method in the mathematical area: A systematic review. Mathematics, 8(12), 2162. https://doi.org/10.3390/math8122162
  19. Gabales, Y., Sabandal, M., Saluta, J. F., Bermudez, D., Gimeno, A. R., & Goles, N. A. (2022). Mathematics Performance, e-Learning  Experiences, and Demographics among the University Students via Distance Education: A Correlational Study. Journal of Positive  School Psychology, 7936-7948. https://www.journalppw.com/index.php/jpsp/article/view/5150
  20. Guinocor, M., Almerino, P., Mamites, I., Lumayag, C., Villaganas, M. A., & Capuyan, M. (2020). Mathematics performance of  students in a Philippine State University. International Electronic Journal of Mathematics Education, 15(3), em0586.  https://doi.org/10.29333/iejme/7859
  21. Harjo, B., Kartowagiran, B., & Mahmudi, A. (2019). Development of Critical Thinking Skill I nstruments on Mathematical  Learning High School. International Journal of Instruction, 12(4), 149-166. https://eric.ed.gov/?id=EJ1230079
  22. Hermoso, J. and Elliot, O. (2021). Self-Learning Kit for GENERAL MATHEMATICS 11 QUARTER 1 WEEK 3. DepEd Talisay  City Division
  23. Hoshang, S., Hilal, T. A., & Hilal, H. A. (2021). Investigating the acceptance of flipped classroom and suggested recommendations.  Procedia Computer Science, 184, 411-418. https://doi.org/10.1016/j.procs.2021.03.052
  24. Hwang, S., & Son, T. (2021). Students’ Attitude toward Mathematics and Its Relationship with Mathematics Achievement. Journal  of Education and e-Learning Research, 8(3), 272-280. https://eric.ed.gov/?id=EJ1313916
  25. Indefenso, E. E., & Yazon, A. D. (2020). Numeracy level, mathematics problem skills, and financial literacy. Universal Journal of  Educational Research, 8(10), 4393-4399. 10.13189/ujer.2020.081005
  26. Kumar, M., & Mamgain, P. (2023). Generation‐Z Student Video‐Based Learning Pedagogy Preference and Teaching Challenges.  Redefining Virtual Teaching Learning Pedagogy,155-167. https://doi.org/10.1002/9781119867647.ch9
  27. Lacia, M. (2019). Classroom Practices in Mathematics: Effects on Elementary and Secondary School Students’ Achievement in  Mathematics in Region XII, Philippines (Doctoral dissertation). https://hdl.handle.net/2440/121342
  28. Maass, K., Geiger, V., Ariza, M. R., & Goos, M. (2019). The role of mathematics ininterdisciplinary STEM education. Zdm, 51, 869- 884. https://doi.org/10.1007/s11858-019-01100-5
  29. Makhdoom, N., Khoshhal, K. I., Algaidi, S., Heissam, K., & Zolaly, M. A. (2013). ‘Blended learning ‘as an effective teaching and  learning strategy in clinical medicine: a comparative cross-sectional university-based study. Journal of taibah university medical  sciences, 8(1), 12-17. https://doi.org/10.1016/j.jtumed.2013.01.002
  30. Mcleod S. (2024). Constructivism Learning Theory & Philosophy Of Education. Simply Psychology.  https://www.simplypsychology.org/constructivism.html
  31. Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.  Teachers College Record: The Voice of Scholarship in Education, 108, 1017 - 1054. https://doi.org/10.1177/016146810610800610
  32. Morsy, L., Khavenson, T., & Carnoy, M. (2018). How international tests fail to inform policy: The unsolved mystery of Australia’s  steady decline in PISA scores. International Journal of Educational Development, 60, 60-79.  https://doi.org/10.1016/j.ijedudev.2017.10.018
  33. Mujtaba Asad, M., Athar Ali, R., Churi, P., & Moreno-Guerrero, A. J. (2022). Impact of flipped classroom approach on students’  learning in post-pandemic: A survey research on public sector schools. Education Research International, 2022.  https://doi.org/10.1155/2022/1134432
  34. Mullis, I. V., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. International  Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands.  https://eric.ed.gov/?id=ed544554.
  35. Munir, M. T., Baroutian, S., Young, B. R., & Carter, S. (2018). Flipped classroom with cooperative learning as a cornerstone.  Education for chemical engineers, 23, 25-33. https://doi.org/10.1016/j.ece.2018.05.001
  36. Peconcillo Jr, L. B., Peteros, E. D., Mamites, I. O., Sanchez, D. T., & Suson, R. L. (2020). Structuring Determinants to Level  Up Students Performance. International Journal of Education and Practice, 8(4), 638-651. https://eric.ed.gov/?id=EJ1279528
  37. Pentang, J. T., Aguhayon, H., & Tingson, R. (2023). Addressing Students Learning Gaps in Mathematics through Differentiated  Instruction. International Journal of Educational Management and Development Studies 4(1):69-87. https://doi.org/10.53378/35296.
  38. Qiang, J. (2018). Effects of digital flipped classroom teaching method integrated cooperative learning model on learning motivation  and outcome. EURASIA Journal of Mathematics, Science and Technology Education,14(6),2213-2220.

Tools


Copyright © 2025  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic