FLIPPED CLASSROOM: AN INNOVATIVE STRATEGY TO IMPROVE ACADEMIC PERFORMANCE IN MATHEMATICS OF GRADE SEVEN STUDENTS OF GUINSURONGAN NATIONAL HIGH SCHOOL

EDUCATION- MATHEMATICS

This action research aimed to investigate the effectiveness of the Flipped Classroom Approach in improving the mathematics performance of the grade seven students officially enrolled at Guinsurongan National High School (GNHS) during the School year 2018–2019 in the Division of Catbalogan City, Samar, Philippines. This study used a Pre-Test, Post-test, Quasi-Experimental Quantitative-Descriptive design using Paired T-test and One-Way Analysis of Variance (ANOVA) in analyzing the data from the control group and treatment group of the study. The participants were 60 grade seven students of Guinsurongan National High School who had difficulties understanding and mastering the competencies in the first grading period in Mathematics. The participants were chosen using a non-random or purposive sampling technique and assigned into two groups. The first group was the treatment group, while the other was the control group. The results from the 20-item standardized test of both groups were compared to check for any significant differences. Results revealed that the modification in the teaching-learning process, strategies, and materials with the Flipped Classroom approach in teaching Mathematics greatly influenced the academic performance of the participants in the treatment group compared to the control group. The effects on the students' academic performance in the treatment group were remarkably high compared to the control group. This action research also showed that implementing Flipped Classroom Approach could be an excellent instructional model that could promote students' higher forms of cognitive domains, which is incoherent with the theory of Bloom's revised taxonomy for the cognitive domain.

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