Flipped classroom enhances student's metacognitive awareness

Abstract

This study aimed to explore the impact of Flipped Classroom model to the students' metacognitive awareness. Quasi-experimental designed was utilized. Qualitative method of research was done to determine the impact of the Flipped Classroom model to the eight subcomponents of metacognition. Two heterogeneous Grade 9 classes were the participants of this study. Purposive sampling was used in choosing the participants. One group of 50 students was assigned to the treatment group and the other group of 49 students was assigned as control. Flipped classroom was implemented in the treatment group. On the other hand, the control group was taught using lecture method. During the implementation process, energy and momentum concepts were covered in a total of twelve hours of in-class sessions. Metacognitive Awareness Inventory (MAI) was used to assess the level of metacognitive awareness of the students in both groups before and after then intervention. Data from MAI were analyzed using descriptive and quantitative analysis. Reflective journal was used to gather qualitative data that will support the results of the MAI. Paired t-test was used to determine if there is a significant difference between the different subcomponents of the students before and after the implementation. Results revealed that students in the treatment group showed significant improvement in terms of all 8 subcomponents of metacognition. Analysis of reflective journal logs showed that the students demonstrated metacognitive awareness during instruction. In contrast, no significant increase on the level of students' metacognitive awareness was evident in the control group. The findings of this study provide a valid reason to say that The Flipped Classroom has improved students' metacognition.