Flipped Classroom in the K-12 Grade 8 Mathematics: Effects on Student Achievement

Abstract

INTRODUCTION

The study aimed to determine the effects of flipped classroom strategy on student achievement in K-12 grade 8 mathematics. The main concerns of the study were to strengthen the baseline knowledge of the students in order to level up National Achievement Test results and prepare them in 2019 TIMMS. The researcher suggested a plan to initiate it with Grade Ten students to enable the school to have higher mean score in Mathematics.

METHODS

The study employed Pre-Experimental One Group Pretest-Posttest research design which determined a positive gain in the achievement level of students who underwent flipped classroom strategy. Purposive sampling was employed in selecting the student-respondent of the study which composed of 49 students in Grade 8 Rizal. They were selected because the intervention requires an internet access and strong bonding relationship which enable the whole class to view the lesson and come to class prepared for the next day's lesson.

RESULTS

Achievement level of the students was affected by the flipped classroom strategy as supported by the data presented. The data showed a pretest of 7.39 and the post-test of 17.02. It shows a mean gain in the achievement level of 9.63 and the percentage of increase is 130.31.

DISCUSSIONS

The result can be of great help in the future with the formulation of policy in making flipped teaching strategy as to be implemented in the future. The findings corroborate with other studies not only in mathematics but in other learning areas as well. The barriers in the implementation were addressed, like the unavailability of the technology to the students. The study was treated as a tool for Continuous Improvement Program (CIP) in our school. The researcher has utilized flipped classroom strategy in the proposed Project 21st CEL (21st Century Learners).