Flipped Classroom Practices in Improving Economic Skills and Social Learning

Abstract

Listen

Translate article

The study was conducted to identify the significant relationship on utilizing flipped classroom in improving the economic skills and social learning of grade 9 students. With the use of descriptive-quantitative research design wherein information was gathered about the variables without changing the environment, the study was conducted with 108 students of a public national high school in the Philippines. A researcher-made questionnaire was formulated to gather the responses of the participants. The study was conducted to identify the significant relationship between utilizing Flipped Classroom Practices to improve the academic achievement of grade 9 students in Araling Panlipunan. In relation to this, the study gained the responses of 108 Grade 9 learners through the cluster sampling method. Furthermore, the study utilized descriptive quantitative for its research design, focusing on the Grade 9 learner’s. In relation to the academic achievement of grade 9 students, the teachers were able to get the interest of the students, collaboration was promoted among the students, and the learning environment helped the student to achieve more academically. It was also concluded that the student-centered flipped classroom practices were able to affect the economic skills of the students in terms of analyzing hence, implying that the student-centered practices were helpful in improving the economic skills of the students in terms of analyzing. Moreover, the flipped classroom practices were also able to affect the social learning of the students, wherein the flipped classroom practices were able to improve the student’s social learning. For this reason, teachers may provide other means of making the student more engaged in the lessons being discussed, such as providing an assessment on every finished lesson to keep the students more focused during discussions.