Flipped Classroom Model in Teaching Functions for Stem Learners
Abstract:
This study was conducted to determine the effectiveness of Flipped Classroom Model in Teaching Functions for STEM Learners at Garcia College of Technology– Senior High School Department. This study used True Exper imental Research design employing pre-test- post-test using random sampling method. There were two methods employed, namely: traditional instruction and flipped classroom. The result of the pre-test and post-test were compared. The same set of examination be administered among the two (2) groups. The subjects of this study were the 42 Grade 11 learners who were matched and paired according to their average grade in Grade 11 and sex. The study was managed in July 2024 to December 2024. The results showed that the average pre-test score of the learners using traditional classroom is classified as “Proficient”. While, using flipped classroom is “Highly Proficient”. The average post-test score of the STEM learners using traditional classroom is “Proficient” cate gory while, using flipped classroom is “Highly Proficient”. Further, there was statistically significant difference between the pre-test and post-test scores using traditional classroom and using flipped classroom. However, the difference between the pre-test and post-test scores of the traditional and flipped classroom groups is not statistically significant. It appeared that the STEM learners demonstrate an adequate understanding of the pre test material using traditional classroom. Also, it demonstrates overall better performance among learners in the flipped setup. Results also suggest that traditional and flipped classroom method was effective in enhancing learners' understanding of the material and topic in Mathematics particularly in Functions.
