Process-Oriented Guided Inquiry Learning (POGIL) - Inspired Flipped Classroom: Effects on Students' Achievement and attitude towards Mathematics

Abstract

INTRODUCTION

The goal of mathematics education is to develop a mathematically empowered citizenry that focuses on developing critical and analytical thinking skills among Filipino students. Through the enactment of the Enhanced Basic Education Act of 2013 (RA 10533), 21st-century classrooms aimed to become a child-centered environment. Flipped Classroom is a way to increase interaction between students and teachers. Furthermore, POGIL instruction as a strategy in teaching Math in a flipped classroom is designed to support Bloom's revised taxonomy. POGIL is inquiry-based learning that proven to be an effective classroom strategy. Students were actively engaged in the content while promoting 21st-century skills (Fishback and Daniel, 2011).

METHODS

The experimental method of research was utilized in this study because of its nature of determining the effect of a particular variable to another variable. Furthermore, the experimental method of research fits the objective of the study in its attempt to determine the effect of using POGIL instruction in a flipped classroom on students' achievement and attitude. According to Frankel and Wallen (2012), of the many types of research that might be used, the experiment is the best way to establish cause-and-effect relationships among variables.

RESULTS

The experimental group posed a mean gain of 8.667 which implies that the students have raised their level of achievement in terms of understanding the mathematical lessons covered in the study. The computed t-value is 16.238 which is greater than the critical value 2.012 (p<0.05). This implies that the null hypothesis was rejected at 0.05 level of significance. Therefore, the increase in their achievement test scores is statistically significant.For the students' attitude towards Mathematics, the experimental group posed a mean gain of 0.263. The absolute t-computed value of -2.574 is greater than the t-critical value of 2.024. So, it follows that at 0.05 levelof significance, the null hypothesis was rejected and this means that there is a significant difference. This implies that the slight change in their attitude is a significant sign of improvement. Therefore, their exposure to the intervention helped them in developing a more positive attitude towards Mathematics.

DISCUSSIONS

Parallel studies can be made by future researchers to validate the findings of this study. These studies may be done with other grade levels, in a longer time frame, or may include other variables that they wish to explore.