FLIPPED CLASSROOM APPROACH IN TEACHING MATHEMATICS 8: EFFECTS ON STUDENTS’ MOTIVATION AND PERFORMANCE

Education

This study examined how the Flipped Classroom Approach affected student motivation and academic performance in Mathematics 8 at Pasian National High School. The research specifically sought to measure how students showed academic performance and motivation before and after they experienced the new teaching method. The researchers used a one-group pretest-posttest design to conduct their research through descriptive-comparative quasi-experimental methods. The School Year 2025–2026 at Pasian National High School in Monkayo Davao de Oro saw 42 Grade 8 students from Section North America serve as research participants. The research team collected data through a 25-item motivation questionnaire and a 40-item achievement test which teachers created to assess specific Mathematics 8 competencies. The researchers used mean analysis to measure motivation and academic performance, and they applied paired sample t-test to identify significant pretest and posttest result differences. The results showed that students first displayed moderate to high motivation levels which they maintained until the flipped classroom method began. The students achieved better academic results on their posttest assessment compared to their pretest evaluation. The results show that the flipped classroom method had a positive effect on student motivation and learning results in Mathematics.

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