The Effectiveness of Localized and Contextualized Flipped Classroom on the Academic Performance in Science of Grade Four Pupils in David P. Jimenez Elementary School

Abstract

INTRODUCTION

The flipped classroom allows students to watch videos according to their preferred time and need and they can study at their own phase. It is also known as a student-centered approach to learning where the students are more active than the instructor in the classroom activity. For this reason, it is crucial to study the effectiveness of localized and contextualized flipped classroom in teaching Science among Grade Four students of David P. Jimenez Elementary School to foster understanding of an educational reform effort for the benefit of the said students.

METHODS

This study was centered on the effectiveness of localized and contextualized Flipped Classroom as a tool in improving the academic performance of grade four pupils of David P. Jimenez Elementary School using Pre-Experimental utilizing the one-group, pretest-posttest design.

RESULTS

Results show that there is a significant difference in the scores and improvement on the performance of the participants after the localized and contextualized flipped classroom was used as an intervention program in improving the academic performance in the science of grade IV pupils. . In addition, the use of localized and contextualized flipped classroom in teaching Science has a positive impact on their attention span, focus, and study habit

DISCUSSIONS

Based on the recent results of Learning Outcome Assessment, grade four pupils DPS obtained the lowest percentage in Science among all other learning areas. In order to improve this LOA, result in the teachers used the localized and contextualized flipped classroom approach described as Individual videos -based learning outside the classroom and group learning inside the classroom. In general, the findings suggest that there is a significant change in the scores of the participants. This shows that there is an improvement in their academic performance, pupils demonstrated higher thinking order skills after the localized and contextualized flipped classroom was used.