Application of Flipped Classroom: An Action Research in Enhancing Student Academic Achievement in Earth and Life Science Subject

Abstract

Flipped classroom approach is a constructivist approach that helps students build their own concepts and knowledge independently. In this method, instructions are typically given at home and assignment is done inside the classroom. Frequently, instructional videos are being developed or utilized to support the method to purposively introduce the concepts. The current study focused on the utilization of this approach to enhance students’ academic achievement in the subject, Earth and Life Science. The academic achievement was determined using the test scores after the delivery of the instruction. Mixed research approach served as the framework of the study. Thus, in the quantitative aspect, a quasi-experimental method was used to compare the means of the control group and experimental group after given a pretest/post-test. Furthermore in the qualitative aspect, a semi-structured interview was employed to determine the perception of the students about the treatment of the approach. A significant p-value of 0.003 was computed from the scores of the post-test of both the control and experimental group. Hence, the application of Flipped Classroom in the subject Earth and Life Science showed a positive effect to the student’s test scores. In addition, students were positive in the utilization of the approach however, some were not yet ready and still reluctant in the application of flipped classroom. Flipped classroom in general shows a positive effect in the academics of the students in terms of test scores. The approach may be utilized to enrich teacher’s instructions to effectively enhance the academic achievement of the students.