Inverted Classroom: An Innovation Strategy to Improve the Academic Performance in Science of Grade Ten Students of Rosario National High School

Abstract

INTRODUCTION

In the century we are in, rapidly developed technologies affect education training fields as they do in all fields. Inverted classroom or flipped classroom is also known as a student-centered approach to learning where students are more active than the instructor in the classroom activity. By applying the inverted classroom approach to teaching and learning activities, the instructor can move the traditional lecturer's talk to video and students can listento the lectures anywhere outside of class. The inverted classroom allows students to watch the video according to their preferred time and need, and they can study at their own pace; this type of activity also increases students' collaborative learning in distance education outside the class. Thus, by inverting the class, students will not spend so much time listening to long lectures in the classroom but will have more time to solve problems individually or collaboratively through distance learning with peers.

METHODS

This study used a Quasi-Experimental Quantitative-Descriptive method using Paired T-test and One-Way Analysis of Variance (ANOVA) of data utilizing the time series design. The chosen participants were 60 grade ten students of RNHS who were identified with difficulties in understanding and mastering the competencies in first grading in Science. The said students were chosen using a non-random or purposive sampling technique and assigned as the treatment group. The data collected from the three pre-tests and three post-tests from three grading periods and were analyzed using descriptive method and paired t-test.

RESULTS

Results revealed that the modification in the teaching-learning process, strategies, and materials with the use inverted classroom in teaching Science in the treatment group highly affected and increased the academic performance of students. The effects on the academic performance of students in the treatment group were remarkably high.

DISCUSSIONS

This action research also showed that if the inverted classroom is practiced correctly and thoughtfully, it will be an excellent instructional model which can promote students’ higher forms of cognitive domains which is in coherence with the theory of Bloom's revised taxonomy for the cognitive domain.