Tuonilla: An Enriched Flipped Classroom Strategy among Grade 11 Students of Tanza National Trade School, the School Year 2018-2019

Abstract

INTRODUCTION

The need to improve mathematical instruction to enhance learning is a necessity and intelligent action to improve students’ performance in Mathematics. There are many factors affecting how students are able to comprehend the lessons in Mathematics. The researchers hypothesized that one of these is the language used in teaching Mathematics which is English. With this, researchers made videos using student's language (Taglish) to get the students' interests, where they incorporated cartoons in the videos for most of the 21st-century learners are hooked with cartoons and anime instead of downloading PowerPoint or videos to use in discussion.

METHODS

The study employed a quasi-experimental pre-test-post-test research design, which determined the positive gain in the achievement level of the students. The researchers used simple random sampling in selecting the respondents. Respondents were given a pretest and the sections with the closest or homogeneous mean scores were selected. The videos made by the researchers were uploaded on their Facebook page and the respondents watched the videos at home or in the computer shop. The usual classroom routines were used in the study such as discussion of activities, correction of misconceptions, assessments and performance activities. For the Control group, the traditional method was done. After the implementation of the strategy, post-test was given to the two groups followed by the analysis of data using the t-test.

RESULTS

The study resulted that the mean scores of the post-tests increased compared from the pre-tests and as the mean increased the level of proficiency improved from "moving towards mastery" learners to "closely approaching mastery" level of learners. These shown from the 11.00 mean score of the control group and 16.09 mean score for the experimental group. The standard deviations of the two groups were 3.72 and 3.64 also indicate that the scores of the students were closed with the scores of their classmates.

DISCUSSIONS

The implementation of the enriched flipped classroom strategy has a significant effect on students' achievement. The improvements in the academic performance of the students on the selected topics were not just evident in the result but as well as how they interact in classroom activities and discussions. Most of them showed confidence in giving their answers in recitation, in answering assessments, and in doing performance activities especially the experimental group. They can work both as a group and an individual without the guidance of the teachers.