Comparisonof Flipped Classroom Strategy Using Quipper Video and Conventional Classroom Strategy in Improving the Performance of Grade 11 Stem Students in Test in Earth Science

Abstract

INTRODUCTION

The flipped classroom has been an effective approach to teaching 21st-century learners. Through time, teachers have tried several tools in executing strategies to make flipped classroom more efficient, available, and accessible to the students. One possible tool that could be effective in a flipped classroom isthe learning management system (LMS). This study aims to compare the effectivity of the flipped classroom strategy using LMS Quipper Video to the conventional classroom strategy for improving the performance of grade 11 STEM students in Gen. Juan Castaneda Senior High School in selected topics in Earth Science. The result of the study will give an idea to the teachers, school heads, and schools division administrators about the effectivity of flipped classroom using an LMS, particularly the Quipper Video.

METHODS

The method used is experimental and the result is presented using descriptive (weighted mean) and inferential (t-test) statistics. Students were randomly selected to undergo a flipped classroom strategy and conventional classroom strategy. Both of the group took a pre-test before the lesson and post-test after the lesson. Focus group discussion was also done to validate the result of the quantitative study.

RESULTS

The result shows that there is no significant difference between the post-test of the students who undergone flipped classroom strategy and the post-test of the students who undergone conventional classroom strategy (t Stat absolute value 1.920356 < t Critical two-tail value 2.016692), so there is no sufficient evidence to say that flipped classroom strategy is better than conventional classroom strategy. The focus group discussion also shows that a flipped classroom strategy has advantages and disadvantages. The primary advantage mentioned is the flexibility of the strategy when it comes to time and place and the access to additional resources not present in conventional classroom strategy. The main disadvantage of a flipped classroom strategy is a technology which is not always available to the students of public schools.

DISCUSSIONS

The result means that this study cannot conclude that the flipped classroom strategy is better than the conventional classroom strategy. Nevertheless, the study shows that both the flipped and conventional classroom strategy is effective in improving the performance of the students in a test. It is recommended that the two strategies should be combined as blended learning.