The Utilization of Flipped Classroom as an Instructional Strategy in Teaching Filipino Linguistics and Literature to Grade 8 Students of the Florentino Torres Junior High School


  • Dr. Paterson Lim Encabo


Flipped Classroom, Instructional Strategy, Teaching Filipino Linguistics and Literature


Cancellation of classes due to typhoons, holidays and state affairs affected the number of school days rendered by students annually. The latter part of the academic year (3rd and 4th quarter) was indeed affected significantly. The search for solutions for teachers of the 21st century to have the opportunity to maximize the use of technology to enhance the teaching-learning process and achieve desired learning outcomes with flexibility to the precedented and unprecedented cancelation of classes is essential.

The quasi-experimental method was used with two groups of pretest-posttest design. The sampling method used was purposive sampling. Grade 8 students of Florentino Torres High School taking up Filipino 8 were assigned into the Flipped Classroom (FC) group and the non-Flipped Classroom (NFC) group with 44 students for each group. Before the sampling procedure, the previous grade in grading periods 1, 2 and 3 in Filipino 8 was taken into consideration to ensure homogeneity among two groups. The NFC group was taught using the lecture-type instruction while the FC group was taught using the Flipped Classroom. The teacher-researcher designed a 50 items pretest and posttest divided evenly according to Bloom’s Taxonomy of Cognitive Skills. The modified learning plan and the test was validated by the esteemed members of the academe.

The study revealed that the non-FCI group has a higher total mean score (20.73) than the FCI group (19.21) in the Pretest but the mean score difference of 5.78 between the FCI group (37.88) and the non-FCI group (32.10) in the Posttest proved the effectiveness of the intervention applied. Although the study revealed that there was a significant difference in the Pretest and Posttest scores of the students in the FCI group and the non-FCI group which proved that students can learn in any given teaching-learning scenario as long as the competencies and objectives was addressed, it won’t be denied that there was also a significant difference between the learning gain of the FCI group (59.94%) and the non-FCI group (37.24%).

Both the FCI and non-FCI approach contributed to learning but the FCI strategy clearly delivered a way meaningful learning for students in Filipino 8. This study supported the claim of R. Jalamudin (2014) and Z. Osman that FCI has promising potential. The study was limited to junior high school students so a potential study in other year level or learning areas is encouraged.