Interactive Engagement in Rotational Motion via Flipped Classroom and 5E Instructional Model

Abstract

INTRODUCTION

The educational system is continuously developing strategic learning methods and curriculum designs that can effectively bring out the skills and provide the sufficient needs of the learners to be equipped in the real-life challenges. In the field of physics, the students are not so interested or they find it hard to understand some topics because the teaching method used may not be interesting, thereby resulting in low academic performance in physics. The researcher conducted her study to determine the effectiveness of this teaching method in the academic performance of students in physics.

METHODS

A mixed method approach was used and involved ten (10) Grade 12 students enrolled in the STEM strand. In the research, the students used the flipped classroom approach and 5E Instructional Model for four (4) weeks. The qualitative data were collected from the survey-questionnaire, video-recorded class, reflections and interview.

RESULTS

Data showed that the implementation of the study was successful and interactive. The students developed a sense of responsibility, concern on taking part in the discussion, and a desire to follow instructions. Using indicators of engagement, the teachers and students both appear to be more active in the learning process manifested in terms of active participation, positive learning environment and high formative assessment results.

DISCUSSIONS

Further study was highly recommended to be conducted on the appropriateness and suitability of the model in different subject areas and with different levels of students. The needed technology have also be studied to determine the most effective means to record and store the vodcasted lectures. As an additional study, mastery learning may also be evaluated and assessed as a separate program or as a supplement to the model. Moreover, the division will need to look at the effect of the Interactive Engagement, Flipped Classroom and 5E Instructional Model on the structure of the common exam such as pre-test and post-test since this study is qualitative descriptive, a large number of students will help to determine the effect of these approaches.