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 non-
equivalent 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 pre-

test 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 positive result to the academic

achievement of the students in Geometry.

 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