Abstract
This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City who were purposively selected. A Quasi-Experimental Research using the non-randomized pre-test - post-test control group design and qualitative approach explored the effectiveness of the two teaching methods. The findings indicated that students in flipped classroom instruction and conventional instruction obtained higher scores in the post-test than the pre-test results in the core subjects. But, flipped classroom students got slightly higher mean scores as compared to those students who have been taught in the conventional instruction. However, statistically, no significant difference was found between the two methods in learning the least mastered competencies in Science, Mathematics and English. Further, results revealed that the students who were exposed to flipped classroom instruction and the conventional instruction improved in their level of knowledge in mastering the least learned concepts in the core subjects. The problems encountered in the flipped classroom model, however, were identified based on the interview conducted. It was found out that teachers were unfamiliar with the flipped classroom model and lack of time and resources hindered them to utilize the approach in their classes. Students were also challenged particularly on the availability of resources like gadgets and internet connection that resulted to disengagement of the students to watch the flipped videos at home. This study revealed that whatever method or approach used in teaching least mastered competencies would be considered effective in achieving life-long and meaningful learning. An instructional development program was developed to capacitate and elevate the performance of teachers in the implementation of the flipped classroom instruction to improve students’ performance.
Highlights
It is a fact that teachers play varied and vital roles in the classroom
Statement of the Problem This study aimed to determine the effects of two teaching methods namely, flipped classroom instruction and conventional instruction in teaching the least mastered competencies in the core subjects among Grade 8 students in one of the Junior High Schools in Zamboanga City
Qualitative Design was used in gathering data that can merit the descriptions of the issues and challenges that the teachers and students encountered in the implementation of the Flipped Classroom Instruction
Summary
It is a fact that teachers play varied and vital roles in the classroom. A teacher must be competent and knowledgeable to impart knowledge to their students. Effective teaching is when students feel safe and secure inside the classroom and be the positive influence in their lives. The teacher must recognize individual differences among students and adjust instructions that best suit the learners. Learning will take place (Barberos, Gozalo, & Padayogdog, 2012). A teacher must be equipped with variety of teaching approaches or styles to keep the learners motivated inside and outside the classroom
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