Public Forum: Richmon Allan B. Gracia

PUBLIC FORUM FLIPPED CLASSROOM APPROACH AND THE ACADEMIC ACHIEVEMENT OF STUDENTS IN GEOMETRY

RICHMON ALLAN B. GRACIA Researcher March 2, 2019 @ 11:00am University of Southeastern Philippines

ABSTRACT OF THE STUDY The purpose of this study was to determine if Flipped Classroom Approach has a significant effect to the academic Achievement of the students in Geometry. A quasi-experimental nonequivalent group design was used in the study in which a sample of two sections of grade 9 curriculum was utilized as experimental group and control group. Students were taught the same topics on Geometry based on the Math Learning Guide.

INTRODUCTION Classroom learning occurs in countless of ways and one of the reasons pointing out to some factors associated with instructional strategies being employed by the teacher. In pursuit to effective approaches, efforts have been made to explore digital technologies as widely integrated to different subject disciplines. In global standing, the use of these digital technologies played an important role in improving the educational system across the country.

FLIPPED CLASSROOM APPROACH AND THE ACADEMIC ACHIEVEMENT OF STUDENTS IN GEOMETRY Significance of the Study Eliminate the gaps between slow and fast learners, increase undertaking of meaningful homework and enhanced learning, and promotes prior knowledge.

Allows the teacher to implement the restructuring and re-organizing of teaching materials in both synchronous and asynchronous modes. The facilities of the approach can be accessible from anywhere.

Theoretical Framework This study is anchored on the following theories: The study is anchored on the theory of Bloom's revised taxonomy of cognitive domain. This taxonomy provides six levels of learning. Theory of development by Piaget (1896). He believed that learners need to construct their knowledge through experiences. These experiences give them ways to develop schemas that are created in the mind.

Cooperative Learning Theory in which Slavin (2011) refers to cooperative learning as “instructional methods in which teachers organize students into small groups, which then work together to help one another learn academic content”.

Theory of Co-operation and Competition in which the accomplishment of each individual’s goals is affected by the actions of others (Deutsch, 1949). It is based from the Social Interdependence theory having two classifications, positive (cooperation) and negative (competition). Social Constructivist theory of Lev Vygotsky (1978). This is based on a social constructivist view of learning that emphasizes the role of students to generate learning where students coach peers through social interaction within their zones of proximal development.

Pavlov’s (1972) Classical Conditioning Theory was also used in this study. This theory emphasizes the role of environment as a great influence in shaping the way a person develops.

Conceptual Framework The diagram shown in the figure below illustrates the relationship between the Flipped Classroom Approach and the Academic Achievement of students in Geometry. INDEPENDENT VARIABLE

DEPENDENT VARIABLE

Flipped Classroom Approach

Academic Achievement of Students in Geometry Traditional Classroom Approach

Statement of the Problem and Data Analysis Statement of the Problem

Data Analysis

1. What are the pre-test mean scores Mean of the experimental group and the control group? 2. Is there a significant difference T- Test for uncorrelated samples between the pre-test mean scores of the experimental group and the control group?

3. What are the post-test mean scores Mean of the experimental group and the control group?

Statement of the Problem

Data Analysis

4. Is there a significant difference T- Test for uncorrelated samples between the post-test mean scores of the students under the experimental group and the control group? 5. Is there a significant difference T- Test for correlated samples between the pre-test and post-test mean scores of the students under the control group and the experimental group? 6.

What are the mean gain scores of Mean Gain the students between the experimental group and the control group?

7. Is there a significant difference T- Test for uncorrelated samples between the mean gain scores of the experimental group and the control group?

METHODOLOGY Research Design The quasi – experimental method of research was used in this study, particularly the pre-test – post-test non-equivalent group design. Research Respondents The subject of the study will be the Grade 9 students of Mahayag National High School. The sample of the study comprises of two sections: Grade 9- Sycamore with 43 students as the control group and Grade 9-Molave with 42 students as the experimental group. The Purposive sampling technique was used by the researcher based on the knowledge and population of students. Research Instruments The research instrument is Geometry Achievement Test developed by the researcher. Initially, the test consist of 60-item multiple choice and was validated by expert mathematics teachers.

Data Gathering Procedure

The following procedures were done to gather the data of the study. Seeking permission to conduct the study. Preparation of the Data Gathering Instrument. Validation of the Test Instrument. Selection of the respondents. Administration of the Pre-test. Orientation of Classes.

Levels of Proficiency and its Numerical Value. DepEd Order No. 73 The level proficiency is based on a numerical value which arrived from summing up the results of the student’s performance on the various level of assessment such as Equivalent Numerical Value of: 74% and Below (Beginning), 75 - 79% (Developing); 80 - 84% (Approaching Proficiency); 85 - 89% (Proficient), 90% and Above (Advanced).

BASIC IDEA ON FLIPPED CLASSROOM APPROACH

RESULTS 1. The control group had a pre-test mean score of 66.857 and 66.791 for the experimental group in which the level of proficiency were both beginning level.

2. There was no significant difference between the pre-test mean scores of the control group and experimental group. 3. The control group had a post-test mean score of 78.7442 where the level of proficiency was in the developing level while experimental group got a post-test mean score of 83.2143 that moved to approaching proficiency level.

4. There was a significant difference between the post-test mean scores of the control group and experimental group.

5. There was a significant difference between the pretest mean scores and post-test mean scores of the control group and the experimental group. 6. The mean gain scores between control group and experimental group were 17.9% and 24.46% respectively. This implies that students who were exposed to Flipped Classroom Approach had improved better than those who exposed in the traditional way of teaching.

7. There was a significant difference between the mean gain scores of the two groups which is in favour of the experimental group. This could be concluded that the treatment (use of Flipped Classroom Approach) has a significant effect on the students’ academic achievement in Geometry.

CONCLUSIONS Based on the findings, the researcher arrived at the following conclusions: 1. In the beginning both the experimental and the control groups do not have sufficient prior knowledge on the topic variation that involves problem solving skills. 2. The experimental group improved better than the control group. 3. The control group has improved their knowledge on the topic variation that involves problem solving skills. 4. The experimental group has improved their knowledge on the topic variation that involves problem solving skills. 5. Flipped

Classroom

Approach

brought

achievement of the students in Geometry.

positive

result

to

the

academic

RECOMMENDATIONS Based on the finding and conclusions, the researchers came up with the following recommendations. 1. Flipped Classroom Approach must be introduced to teachers/educators to improve the academic performance of students specifically in Geometry. 2. The educational agencies may initiate programs focusing on the use of the Flipped Classroom Approach in teaching to help improve students’ performance in Geometry. Trainings and seminar-workshops on the use of Flipped Classroom Approach may be included in the faculty development plan of every learning institution. 3. Similar studies must be conducted in other context (other subjects) and on different grade level to enrich existing literature to verify or negate the findings of the study and generalization could be formulated if the results are parallel to one another.

Thank you very much