Chapter 4

Presentation, Analysis, and Interpretation of Data

This chapter presents, analyzes and interpreted the data gathered from the results

of the experimental study conducted to find out the effectiveness in using flipped classroom

approach compared to conventional storytelling on the Grade 9 students of Tambulig

National High School, Tambulig Zamboanga del Sur during the 2nd Quarter of the school

year 2018-2019.

Students’ Comprehension

Students may have the possibility not to achieve the goals that have been set for

them even though they are engaged in class activities. Student’s achievement can be

defined as “the quantity of academic content a student learns in a determined amount of

time” (Carter, 2016). In this study, it refers to the students’ achievement in learning short

stories specifically about the story of “The Lottery’ and “The New Dress”.

Level of Students’ Comprehension. The data on the test result of the students’

mathematics achievement using the Flipped classroom approach (experimental group) and

Conventional teaching method (control group) for both first trial and second trial runs were

shown in Table 1.

As shown in the table, the use of Flipped Classroom Approach in teaching generates

a posttest result with an MPS of 79%, descriptively interpreted as moving towards mastery

of which a computed increase of 51% in the level of students’ achievement from the pretest

with an MPS of 28% which is descriptively interpreted as low for the first trial run was
 exhibited. The posttest result for the second trial run exhibited an MPS of 76%,

descriptively interpreted as moving towards mastery, which is a 47% increase in the level

of students’ achievement from the pretest with an MPS of 29% which is descriptively

interpreted as low.

Table 1. Level of Students' Comprehension

Using Flipped Classroom Approach Conventional Strategy

Test (Experimental Group) (Control Group)
MPS Descriptive Equivalent MPS Descriptive Equivalent
st
1 Trial Pretest 49% Average 47% Average
Run Posttest 91% Closely Approximating 81% Moving Towards Mastery
Mastery
MPS 42% 34%
Increase
nd
2 Trial Pretest 43% Average 47% Average
Run Posttest 92% Closely Approximating 82% Moving Towards Mastery
Mastery
MPS 49% 35%
Increase
Scale: 96 – 100% = Mastered; 86 – 95% = Closely Approximating Mastery; 66 – 85% = Moving Towards Mastery;
35 – 65% = Average; 15 – 34% = Low; 5 – 14% = Very Low; 0 – 14% = Absolutely No Mastery

The pretest of the control group in the first trial and second trial runs were low with

a mean percentage score (MPS) of 29% and 26%, respectively. A descriptive equivalent

average with an MPS of 64% for the posttest in the first trial run of which indicates an

increase of 35% in the level of students’ achievement from the pretest. Also, a descriptive

equivalent average with an MPS of 62% for the posttest in the second trial run of which

shows an increase of 36% in the level of students’ achievement from the pretest.
 The findings indicated that there is an increase in the level of students' achievement

from the pretest to posttest using the two methods in teaching short stories. The

experimental group, which is taught using the Flipped Classroom Approach, appeared to

have a better performance with an average increase in their level of achievement of 49%

compared to students in the control group with an average increase of only 35.5%. The

posttest result of the experimental group during the two trial runs are higher than that of

the control group. This indicates that using a Flipped Classroom Approach posted a higher

achievement level than using the conventional teaching method.

Testing the Difference in Students’ Comprehension

The null hypothesis stating that there is no significant difference in the in the

students’ comprehension using flipped classroom approach (experimental) and

conventional strategy (control) in teaching short stories as revealed in the posttest during

the first and second trial runs was tested using ANCOVA at 0.05 level of significance.

First Trial Run. Using One-Way Analysis of Covariance (ANCOVA) to test,

analyze, and interpret the difference on the posttest while controlling pre-test as covariate

in the experimental and control groups, the main effects of Table 2 (f-ratio = 10.092 and

p-value < 0.05) reveals that there is a significant difference between students’

comprehension in the posttest results of the control and experimental groups during the

first trial run in favor of the treatment using Flipped Classroom strategy. The adjusted R

squared shows that 17.70% of the variation of students’ comprehension is accounted for

by the variations in the use of the Flipped Classroom and Conventional Strategy in teaching

short stories.
Table 2. One-way ANCOVA to Test the Difference in Students’ Comprehension Using
the Flipped Classroom (experimental group) and Conventional Strategy
(control group): 1st Trial Run

Type III
Source of Mean
Sum of Df F-ratio p-value
Variation Square
Squares
Corrected Model 40.240a 2 20.120 5.193 .010
Intercept 428.496 1 428.496 110.592 .000
Covariates .240 1 .240 .062 .805
Main Effects 39.100 1 39.100 10.092 .003
Error 143.360 37 3.875
Total 11880.000 40
Corrected Total 183.600 39
a. R Squared = .219 (Adjusted R Squared = .177) *Significant at the 0.05 level

Allowing students to observe videos outside of the classroom or before class time

provides more class-time to be utilized for active learning. Active learning can involve

activities, discussion, independent problem solving, student-created content, project-based

learning, and inquiry-based learning (Bergmann, Overmyer, & Wilie, 2012). Additionally,

having more class-time can create a classroom environment which uses collaborative and

constructivist learning (Tucker, 2012). Constructivist learning occurs when students

acquired knowledge through direct personal involvements such as activities, projects, and

discussions (Ultanir, 2012). The flipped classroom increases the regularity of these

personal experiences using activities, making students who are active learners (learning

through analyzing, evaluating, and synthesizing), rather than passive learners (learning by
acquiring of information from hearing, seeing, and reading) (Minhas, Ghosh, & Swanzy,

2012; Sams, 2013).

Second Trial Run. By employing One-Way Analysis of Covariance, Table 3

indicates the test of significant difference in students’ comprehension in the posttest results

of the control group and experimental group during the second trial run. Consistently, the

main effects (f-ratio=13.620 and p-value < 0.05) reveal that there is a significant difference

in students’ level of comprehension when they are taught using Flipped Classroom and

using Conventional Strategy in teaching short stories in the second trial run. Thus, the

experimental treatment using a Flipped Classroom ascertains to be better than the

Conventional Strategy. The adjusted R squared shows that 23.20% of the variation of

students’ comprehension is accounted for by the variations in the use of a Flipped

Classroom and Conventional Strategy in teaching short stories.

Table 3. One-way ANCOVA to Test the Difference in Students’ Comprehension Using

the Flipped Classroom (experimental group) and Conventional Strategy
(control group): 2nd Trial Run

Type III
Source of Mean
Sum of Df F-ratio p-value
Variation Square
Squares
Corrected Model 48.535a 2 24.267 6.877 .003
Intercept 430.912 1 430.912 122.113 .000
Covariates 4.435 1 4.435 1.257 .269
Main Effects 48.063 1 48.063 13.620 .001
Error 130.565 37 3.529
Total 12220.000 40
Corrected Total 179.100 39
a. R Squared = .271 (Adjusted R Squared = .232) *Significant at the 0.05 level
 Aligned to the findings in the first trial run that there is a significant difference in

students’ achievement when they are taught using Flipped Classroom Approach

(experimental) and Conventional Teaching Method (control) in favor of the treatment

variable warrants the claim that Flipped Classroom Approach could increase students’

english achievement. This observation is similar to the study of Strayer (2008), The effects

of the Classroom Flip on the Learning Environment, presented that students in a flipped

classroom environment preferred the method and exhibited a high level of innovation and

cooperation as compared to students in a traditional classroom setting. His outcomes also

specify that students in a flipped classroom experience a lesser level of task orientation

than students in a traditional classroom. Additionally, another study that was accomplished

by Finkel (2012) on a high school in Michigan, found out that the failure rate of ninth grade

math students downed significantly from 44% to 13% after using flipped classroom

(Goodwin & Miller, 2013). Another study also conducted by Rotellar & Cain (2016) on

the achievement of pharmacy students who used the flipped classroom model as well; they

found a “steady improvement in students’ academic scores.

Implications on the Utilization of Flipped Classroom Approach

The success of reading short stories lies in different factors. One of them is how the

students engage their selves in order to learn and understand the stories being read. In this

study, two approaches were being used to find out the level of students’ comprehension in

teaching short stories.

It was found out in the study that both conventional approach and flipped classroom

approach have impact on students’ level of comprehension. Conventional way of teaching

is still widely used in today’s generation and it is still effective depending on how the

teacher delivers the story to the students. On the other hand, the used of flipped classroom

approach resulted to higher mean percentage score (MPS) compared to the conventional

one. This can be explained that students nowadays learns best especially if they are being

exposed to technology. Thus, the more the students used their senses in learning, the more

the students understand the subject matter that would result to higher level of learning. This

emphasized Benjamin Franklin’s old adage, (cited by Gentapa,2018) that says “Tell me

and I forget; teach me and I remember; involve me and I learn.

The findings of this study imply that the more the students familiarized the

strategies and the activities given, the higher possibility of learning the students will have

and the higher level of comprehension takes place.

The research participants of this study were the students from Tambulig National

High School. They have technology inside the classroom like television but no internet

connection that can be used by the teacher during classes. These kind of students are

internet dependent were they likely learn through watching videos from the internet rather

than reading the book with the pages given to them. In relation with this, giving them

activities that needs multimedia exposure arouses their interest and excites them to learn

further.

The use of flipped classroom approach was never applied in the school where the

researcher conducted her study because of many considerations. Moreover, designing this

kind of approach requires time, effort and enough knowledge if ever the teacher does not

have the idea on how to watch videos in the internet. This is mainly the reason why in the
first trial run both group got an average level of comprehension but on the second trial run.

Experimental group got higher MPS than the control group because of students’ exposure

to multimedia that allows them to use most of their senses.

The researcher strongly believed that the use of flipped classroom approach in

teaching short stories is far more effective compared to the conventional way. If the

students are encourage to familiarized this approach, the possibility of leaning better is

high. With this, teaching short stories is always meaningful and effective.