Republic of the Philippines

SULTAN KUDARAT STATE UNIVERSITY

ACCESS Campus, Tacurong City, Sultan Kudarat

TITLE: The Efficacy of Flipped Classroom Environment in Enhancing

Grade 9 Students' Academic Performance in Araling Panlipunan

AN ACTION RESEARCH SUBMITTED TO THE FACULTY OF THE COLLEGE

OF TEACHER EDUCATION, SULTAN KUDARAT STATE UNIVERSITY IN
PARTIAL FULFILLMENT FOR TEACHING INTERNSHIP

SPENCER G. TONGCUA

Proponent
I. CONTEXT AND RATIONALE

Department of Education's K-12 program emphasizes the

integration of technology in education and the development of

students' 21st-century skills. This demonstrates how teachers must

continually use technological tools and programs to carry out and

improve instruction for 21st century students specifically in Araling

Panlipunan which is often find less interesting that other subjects.

Integrating technology shows an impact on students' study habits

and learning. To continuously foster students' interest in better

academic achievement particularly in Araling Panlipunan, teachers

should continue to adapt their teaching styles and strategies to

technological changes in education.

Blended Learning is one of the distinguished uses of educational

technology for both teaching and learning. By definition, Blended

Learning, sometimes referred to as Hybrid Learning, is a teaching

strategy that combines digital media and technology with traditional

instructor-led classroom activities to provide students greater freedom

to tailor their educational experiences. Blended Learning is one of the

strategies Filipino teachers could consider implementing in their

classes to solve difficulties with their students, such as poor study

habits that result in subpar performance in class. A lack of interest on

the part of the students in reading the lessons in their textbooks and

frequent absences from class led to subpar academic success (e.g.,

failing grades on the quarterly exam) and poor performance in the

subject.

The goal of this study is to improve the students' poor study habits

in Araling Panlipunan, by implementing a new strategic teaching

method called Blended Learning through "Flipped Classroom." Bishop

and Verleger (2013) defined Flipped Classroom as an instructional

strategy that alternates between direct computer-based individual

instruction outside the classroom and interactive group learning

activities inside the classroom. Flipped classroom environment

promotes active learning, student engagement, and critical thinking

skills.

By shifting the traditional lecture component outside of class,

students have more time and opportunities to actively participate in

discussions, projects, and problem-solving activities during face-to-

face sessions. This learner-centered approach can foster deeper

understanding, retention, and application of knowledge. Furthermore,

grade 9 students are at a critical stage in their educational journey,

transitioning from elementary to secondary school. This period often

poses challenges for students as they adapt to new teaching styles,

increased academic rigor, and more complex subject matter.

Implementing a Flipped classroom environment in Araling Panlipunan

can help alleviate these challenges by providing students with the

necessary support, engagement, and flexibility to navigate the

curriculum effectively.

Thus, this study was conducted to find out the effectiveness of

flipped classroom environment in enhancing students' academic

performance in Araling Panlipunan.

II. RESEARCH QUESTIONS

This study will focus on the implementation of Flipped Classroom and

find out the effectiveness of Flipped Classroom environment in enhancing

Grade 9 students' academic performance in Araling Panlipunan

Specifically, it will seek answers to the following questions:

1. What is the performance of the respondents based on the pre-

test scores:

1.1 control group

1.2 experimental group

2. What is the performance of the respondents based on the post-

test scores:

2.1 control group

2.2 experimental group

3. Is there a significant effect in the flipped classroom environment

compare to conventional - typed of classroom based on the

learners’ academic achievement in the post-test score in Araling

Panlipunan?

III. Proposed Innovation, Intervention Strategy

The researcher used Flipped Classroom environment to improve

the academic performance of Grade 9 students in Araling Panlipunan.

The researcher made a flipped classroom environment through flash

drive where the videos and pictures needed in the lesson was saved

and the learners can view these at home or in the school computer

laboratory. The students may also go to the blog website of wordpress

that the researcher created so that the learners can also find more

essential information about the lessons such as the link of google

maps where they can have a virtual tour about the places and

countries related to their lessons. Moreover, the learners can easily

access through an internet connection or mobile data and they can

freely read and explore its content about their lessons for the 4th

Quarter Period in Araling Panlipunan. The wordpress blog website

contained educational videos and pictures of particular topic. These

topics and activities was specified in the Blended Learning Lesson

Plan of the researcher.

The first part of Flipped Classroom Class was conducted in the

classroom, the researcher instructed the learners in experimental

group on the activities they needed based on the Blended Learning

Lesson Plan made by the researcher. After the instruction and

discussion in the class, the learners continue the lesson in the Flipped

Classroom at their home, if the internet connection or mobile data is

not available for the learners; they can collaborate to their group mate

and finish the task. After the Flipped Classroom at home, the learners

conducted their group activity and reporting in the class.

IV. ACTION RESEARCH METHODS

A. Participants

The participants of the research are students enrolled in Tacurong

National High School, School Year 2022- 2023, grade 9 level. The

participants were selected through purposive sampling method. Two

sections are used to be a controlled and experimental group; both

sections are also considered heterogeneous class which means there are

below average and average learners included in the class.

B. Locale of the study

The action research study was conducted at Tacurong National

High School and focused on determining the efficacy of Flipped

Classroom environment in enhancing Grade 9 students’ academic

achievement in Araling Panlipunan.

Figure 1. Tacurong National High School – Academic Building

C. Research Design

The researcher used the quasi-experimental research design since

the researcher utilized two groups, controlled and experimental, to

evaluate the efficacy of Flipped Classroom environment on the academic

performance of Grade 9 students in Araling Panlipunan.

D. Research Instrument

The researchers used quasi - experimental method using purposive

sampling technique in choosing the Grade 9 – Curie and Grade 9 –

Newlands students as respondents of the study. The research instrument

utilized for data collection was a standardized Araling Panlipunan pre –

test and post – test achievement test.

This study adopted the rating scale below:

SCORES DESCRIPTIVE RATING

41 - 50 Very good academic performance in Araling

Panlipunan

31 - 40 Good academic performance in Araling

Panlipunan

21 - 30 Fair academic performance in Araling

Panlipunan

11 - 20 Poor academic performance in Araling

Panlipunan

1 - 10 Very poor academic performance in Araling

Panlipunan
E. Data Gathering Methods

As soon as the Schools Division Superintendent (SDS) granted

permission to conduct the study, the research prepared a process diagram

to better understand the data gathering procedure to wit:

The details of the above process in waterfall diagram (Figure 2).

SEEK APPROVAL TO THE DEPED

AUTHORITIES TO CONDUCT THE
STUDY

CONDUCT PRE – TESTS TO

MEASURE THE STUDENTS’
BASELINE KNOWLEDGE

IMPLEMENTATION OF FLIPPED
CLASSROM IN EXPERIMENTAL
GROUP

MONITOR AND DOCUMENT THE

TEACHER AND LEARNING PROCESS
IN BOTH GROUPS

ADMINISTRATION OF POST – TEST IN

CONTROLLED AND EXPERIMENTAL
GROUP

ANALYSIS AND DATA

INTERPRETATION, COLLATION AND
PRESENTATION

Figure 2. Flow Process and Data Gathering Procedure.

F. Statistical Treatment of Data

The data was organized, tabulated, then analyzed and interpreted

utilizing the following:.

Mean percentage was used to get the pre – test scores of learners

in both groups.

Mean percentage was used to get the post – test scores of learners

in both groups.

T - test was used to compare the scores on post- tests of students

to find out if the flipped classroom has a significant effect on the

performance of the students.

G. Ethical Issues

For the confidentiality and reliability of the information, the following

ethical standards were considered:

1. The researcher ensured that she has written entirely original

works, and if the researcher has used the work and/or words of

others that this has been appropriately cited or quoted;

2. The researcher ensured the privacy and confidentiality of

participants' personal information

3. The researcher ensured the accuracy and reliability of data.

4. Parental consent will be acquired for those minor students

participating in the study.

V. RESULTS AND DISCUSSION

This section presents, analyzes, and interprets the results of the

data gathered during the conduct of this study. It reveals the pre – test

scores of both groups before the implementation of Flipped Classroom

in experimental group and post – test scores of both groups after the

implementation of Flipped Classroom in experimental group.

Research Question 1: What is the performance of the respondents

based on the pre-test scores:

1.1 control group

1.2 experimental group

Table 1: Comparison of the Pre-test Score of Control Group and

Experimental Group

PRE-TEST SCORES
No. of Pre-test No. of Pre-test
Respondents Scores Respondents Scores
in Control in
Group
Experimental
Group

1 12 1 14

2 10 2 9

3 9 3 8

4 14 4 14

5 10 5 11

6 10 6 10
7 13 7 19

8 16 8 22
29 18 29 13
9 14 9 18
30 16 30 17
10 17 10 12

11 8 11 25

Pre – 12 11 12 22
Test
13 10 13 17

14 7 14 12

15 13 15 14

16 17 16 10

17 18 17 11

18 19 18 16

19 17 19 20

20 14 20 9

21 10 21 14

22 15 22 19

23 11 23 17

24 10 24 12

25 9 25 16

26 13 26 10

27 13 27 9

28 16 28 8

Sample Statistics

Paired Differences
Group Mean Standard Computed t Sig. (2-tailed) Results
Deviation

Control vs. Experimental

Control 13.00 3.34 Not

significant at
Pre-Test -1.02 .314 p < .05.

Experimental 14.13 4.59

Pre-Test

Table 2: Comparison of the Pre-test Score of Control Group and

Experimental Group in sample statistics

The table shows that the mean of the score in the pre-test of learners in
both groups got scores higher than and not lower than 14 out of 50 items in
the pre-test. The mean of both groups also resulted of the t-value of -
1.01552 and the p-value is .314228. Thus, the results show that it is not
significant at p < .05. This also means that there is no significance between
the mean score of Control Group and Experimental Group. Thus, Flipped
classroom is expected to cause significant change to learners’ performance
in the post-test.

Research Question 2: What is the performance of the respondents

based on the post-test scores:

1.1 control group
1.2 experimental group
Table 3: Comparison of the Post-test Score of Control Group and Experimental Group

POST-TEST SCORES
No. of Post-test No. of Post-test
Respondents Scores Respondents Scores
in Control in
Group Experimental
Group

1 24 1 30

2 27 2 31

3 31 3 30

4 26 4 28

5 17 5 27

6 24 6 29

7 29 7 27

8 35 8 39

9 29 9 32

10 19 10 35

11 19 11 34

12 29 12 37

13 32 13 32

14 24 14 28
15 24 15 34

16 25 16 34

17 23 17 39

18 26 18 40

19 19 19 42

20 18 20 37

21 30 21 35

22 32 22 37

23 35 23 34

24 38 24 43

25 37 25 34

26 28 26 39

27 22 27 39

28 19 28 30

29 27 29 29

30 28 30 31
Post-test Sample Statistics
Paired Differences

Group Mean Standard Computed t Sig. (2-tailed) Decision

Deviation

Control vs. Experimental

Control 26.53 5.728

Pre-Test
-5.49 .000 Reject H0
Experimental 33.87 4.562
Pre-Test
Table 4: Comparison of the Post-test Score of Control Group and
Experimental Group in sample statistics

After the implementation of the Flipped Classroom in the

experimental group, the table shows that the mean of the score in the
post-test of learners in control group is not higher than and not lower than
25 out of 50 items in the post-test while the learners in experimental group
got scores not higher than and not lower than 34 out of 50 items in the
post-test. This means that participants who undergone the Flipped
classroom have more improvement in their academic achievement rather
than in the participants of control group.

Research Questions 3: Is there a significant effect in the flipped

classroom environment compare to conventional-typed of classroom
based on the learners’ academic achievement in the post-test score in
Araling Panlipunan?

Given the table above, the results show the difference between the
post-test of Control and Experimental Group to be statistically significant
where t = -5.48536, p < .00001. The result is significant at p < .05. These
results also indicate that the post test scores of the students in
experimental group were significantly higher than the post-test results of
the Control group. Consequently, significant effect suggests that the
intervention of flipping the classroom shows a large effect on the students’
achievement in Araling Panlipunan. Results show that flipped classroom is
an effective method in delivering instruction to students in every lesson in
Araling Panlipunan.

VI. CONCLUSION/REFLECTION

Based on the results, the following conclusions can be drawn:

 The pre-test scores indicate that both the control group and

experimental group performed well, with mean scores higher

than 14 out of 50 items. However, there was no significant

difference between the mean scores of the two groups, as

indicated by the non-significant t-value (-1.01552) and p-value

(0.314228) at p < 0.05.

 After implementing the Flipped Classroom approach in the

experimental group, the post-test scores showed a significant

improvement. The control group had mean scores not higher

than 25 out of 50 items, whereas the experimental group had

mean scores not lower than 34 out of 50 items. This suggests

that the participants who underwent the Flipped Classroom

approach demonstrated greater improvement in their academic

achievement compared to the control group.

 Based on the results, it can be concluded that the Flipped

Classroom method is an effective instructional approach for

delivering lessons in Araling Panlipunan. The significant

improvement in post-test scores in the experimental group

suggests that flipping the classroom positively influenced

students' academic performance in this subject.

VII. REFERENCES

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Approach in a Flipped Classroom Environment.

College, M. (2017). The Flipped Classroom : Teaching the Basic

Science Process Skills to High- Performing 2nd Grade Students of

Miriam College Lower School Mark Kenneth Camiling, 5, 213–230.

Department of Education (2016). Teachers Teaching Technology.

Retrieved: http://www.deped.gov.ph/videos/teachers-teaching-

technology

Espinosa, J.P (2016) The Manila Times Commentary Learning with the

Help of Technology. Retrieved: http://www.manilatimes.net/learning-

with-the-help-of-technology/286384/
Garrison D.R. and Vaughan N.D. (2008). Blended Learning In Higher

Education: Framework, Principles, and Guidelines. San Francisco, CA:

Jossey-Bass

Graham C.R. (2006). Blended Learning Systems: Definition, Current

Trends, and Future Directions. The Handbook of Blended Learning:

Global Perspectives, Local Designs, 3–21. San Francisco, Pfeiffer

Publication

Graham C.R., Woodfield W. and Harrison J.B.. (n.d. in press) A

Framework for Institutional Adoption and Implementation of Blended

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Heinze, A. (2008). Blended Learning; An Interpretative Action

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http://usir.salford.ac.uk/1653/1/Heinze_2008_blended_elearning.pdf

Kiviniemi, M. (2014). Effects of a Blended Learning Approach on

Student Outcomes in a Graduate-Level Public Health Course. BMC

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http://www.biomedcentral.com/1472-6920/14/47

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Pitagan, F. (2017) Quipper School Contributes to Higher Test Score,

Attendance Rate and Assignment Submission in Teaching

Mathematics. Article presented during the DLSU Research Congress,

June 20 to 22, 2017.