Abstract
This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation.
Highlights
Engaging students in the learning process has always been a challenge for teachers
Comparison of pretest and post-test scores within groups Data gathered from the traditional classroom with peer instruction (TCPI) (p-value = 0.9892) and flipped classroom with peer instruction (FCPI) (p-value = 0.8545) satisfied the assumption of normality; a parametric t-test was used
The tabulated results of the paired t-test showed sufficient evidence to say that the students in the TCPI and FCPI had an increase in Chemistry achievement as measured using the post-test after the treatment
Summary
Engaging students in the learning process has always been a challenge for teachers. With the students’ increased access to technology such as computers, gadgets, and the Internet, many teachers have recognized the potential of these tools in facilitating their classes (Ifenthaler et al, 2018). One strategy that highlights technology integration in teaching and that has become popular nowadays in the Philippines is blended learning (Custodio, 2020). The flipped classroom, a blended learning approach, is a model of teaching where students get exposure to instructional content using readings, videos, or other learning resources outside the class. This approach allows the teacher and the students to do active
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