Effect of Flipped Learning and Think Pair Share Strategy on the Students’ Performance in Physics

Abstract

Flipped learning and Think Pair Share is a learning strategy that requires students to interact. This study sought to find out the effect of Flipped learning and Think Pair Share strategy on the performance in Physics of grade 12-STEM students. The research employed a true experimental methodology, specifically employing the pretest – postest control group design. Percentage, T-Test, and Paired T-Test were used for the analysis of the data. T-test showed no significance difference in the pretest score in Physics of the students exposed to Flipped learning and Think Pair Share strategy and lecture method. T-test result showed significance difference on the posttest score in Physics when exposed to Flipped learning and Think Pair Share strategy and lecture method as shown in the t-value of (4.9971) that correspond to the p-value of (5.68E-06). Paired t-test revealed that there was a significant difference on the students’ pretest and posttest scores in Physics when exposed to Flipped learning and Think Pair Share Strategy as shown in the p-value of 3.3E-16 and Lecture method as shown in the p-value of 2.26E-07. The result reveals that Flipped learning and Think Pair Share strategy are effective in enhancing students’ performance in Physics.