The Use of Flipped Classroom Approach in Teaching Mathematics in Parang National High School – Main Campus

ALKHIZYL SANGKULA

doi:10.62596/ej8v7676

Authors

ALKHIZYL U. SANGKULA Sulu State College Graduate Studies, Jolo, Sulu Author

DOI:

https://doi.org/10.62596/ej8v7676

Keywords:

Use, Flipped, Classroom Approach, Mathematics

Abstract

This research explored the adoption of the flipped classroom approach within the junior secondary level learners at Parang Senior Secondary School – Main Campus, located in Parang, Sulu. The study adopted a descriptive-correlational research design, which, as noted by Gay (1976), entails collecting information to test proposed hypotheses and explore issues related to the current condition of a specific topic. This method was selected as it best suited the study's aim of examining relationships and answering key research questions. A total of 100 students were intentionally chosen through purposive sampling. Findings revealed that the majority of participants were 13–14 years old, primarily female, and came from households where parents had completed only secondary education. Overall, students viewed the flipped classroom as helpful for learning mathematical concepts, engaging with video content, and fostering independent study skills. While some preferred traditional instruction, most responded positively to the flipped model. Notably, age and grade level influenced student participation in flipped learning, while gender and parental education did not. The study also found strong correlations between understanding new concepts, video-based learning, and self-guided study, underlining the importance of structured content and classroom support in this instructional model.

References

Baker, J. W. (2000). The "Classroom Flip": Using web course management tools to become the guide by the side. 11th International Conference on College Teaching and Learning. Jacksonville, FL.

Baker, J. W. (2000). The “classroom flip”: Using web course management tools to become the guide by the side. Proceedings of the 11th International Conference on College Teaching and Learning, 9–17.

Batilantes, S. P. (2020). Utilizing flipped classroom videos as an alternative to traditional math instruction. Malay National High School, Aklan, Philippines.

Bergmann, J., & Sams, A. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Internet and Higher Education, 3(4), 1–10. https://doi.org/10.1016/j.iheduc.2000.07.001

Butt, A. (2014). Student views on the use of flipped classrooms in higher education. Business Education & Accreditation, 6(1), 33–43.

Cevikbas, M., & Kaiser, M. (2020). Flipped classroom: A blended learning approach to teaching mathematics. International Journal of Mathematical Education in Science and Technology, 51(5), 689–704. https://doi.org/10.1080/0020739X.2019.1651184

Chavez, J.V. (2020). Academic and Health Insecurities of Indigent Students during Pandemic: Study on Adaptive Strategies under Learning Constraints. Journal of Multidisciplinary in Social Sciences, 16(3): 74-81. DOI: https://doi.org/10.47696/adved.202035

Chavez, J.V. (2023). Assessing Online Academic Integrity and Humanized Teaching in Zamboanga Peninsula Polytechnic State University. Journal of Multidisciplinary in Social Sciences, 19(1): 9-17.

Chavez, J.V., Adalia, H.G., & Alberto, J.P. (2023). Parental support strategies and motivation in aiding their children learn the English language. Forum for Linguistic Studies, 5(2): 1541. DOI: https://doi.org/10.59400/fls.v5i2.1541

Chavez, J.V., Anuddin, F.O., Mansul, H.H., et al. (2024). Analyzing impacts of campus journalism on student’s grammar consciousness and confidence in writing engagements. Environment and Social Psychology, 9(7): 6106. doi:10.59429/esp.v9i7.6106. DOI: https://doi.org/10.59429/esp.v9i7.6106

Chavez, J.V., Gregorio, M.W., Araneta, A.L., & Bihag, C.D. (2024). Magna carta for women health workers, teachers, and minimum-wage earners in the workplace: Policy awareness and organizational compliance. Environment and Social Psychology, 9(1): 1735. doi: 10.54517/esp.v9i1.1735. DOI: https://doi.org/10.54517/esp.v9i1.1735

Chebotib, A., Mwaura, F., & Mwaura, P. (2022). The impact of flipped classroom learning strategy on learners’ biology achievement in Kenya. International Journal of Education and Practice, 10(1), 1–12. https://doi.org/10.18488/journal.61.2022.101.1.12

Cevikbas, M., & Kaiser, M. (2020). Flipped classroom: A blended learning approach to teaching mathematics. International Journal of Mathematical Education in Science and Technology, 51(5), 689–704. https://doi.org/10.1080/0020739X.2019.1651184

Coufal, K. (2014). Flipping the mathematics classroom: A case study. International Journal of Mathematical Education in Science and Technology, 45(2), 227–235. https://doi.org/10.1080/0020739X.2013.856581

Egara, F. O., Nzeadibe, A. C., & Mogege, M. (2021). Students’ retention and interest in mathematics: Implications for instructional delivery. International Journal of Educational Research, 25(2), 145–158.

Erbil, C. (2020). The impact of flipped classroom model on students’ academic achievement and attitudes in mathematics. Journal of Educational Technology & Online Learning, 3(2), 45–56.

Findlay-Thompson, S., & Mombourquette, P. (2014). Evaluation of a flipped classroom in an undergraduate business course. Business Education & Accreditation, 6(1), 33–43.

Forsey, M., Low, S., & Glance, D. (2013). The flipped classroom: A twist on teaching. International Journal for the Scholarship of Teaching and Learning, 7(2), 1–15. https://doi.org/10.20429/ijsotl.2013.070202 DOI: https://doi.org/10.20429/ijsotl.2013.070202

Federal Republic of Nigeria. (2013). National Policy on Education (6th ed.). Lagos: NERDC Press.

Garcia, C.S., Lastam, J.M.P., Chavez, J.V., et al. (2025). Discourse analysis on learners halting their education due to early marriage. Environment and Social Psychology, 10(1): 2558. doi:10.59429/esp.v10i1.2558. DOI: https://doi.org/10.59429/esp.v10i1.2558

Gonzales, A. M. (2020). Effectiveness of virtual flipped classroom strategy on student independence and competence. Cebu, Philippines.

He, W., Zhu, C., & Deneen, C. (2016). The effects of flipped classroom on students’ learning outcomes in higher education: A meta-analysis. Computers & Education, 98, 1–12. https://doi.org/10.1016/j.compedu.2016.03.007 DOI: https://doi.org/10.1016/j.compedu.2016.03.007

Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: A mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0 DOI: https://doi.org/10.1007/s40692-015-0043-0

Inoferio, H.V., Espartero, M.M., Asiri, M.S., et al. (2024). Coping with math anxiety and lack of confidence through AI-assisted learning. Environment and Social Psychology, 9(5): 2228. doi: 10.54517/esp.v9i5.2228. DOI: https://doi.org/10.54517/esp.v9i5.2228

Ikwuka, O. I., & Okoye, C. C. (2022). Differential effects of flipped classroom and gender on Nigerian federal universities CEP students’ academic achievement in basic methodology. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 2(1), 405–421. https://doi.org/10.5281/zenodo.4567890

Jensen, J. L. (2011). The flipped classroom: A survey of the literature. International Journal of Educational Technology in Higher Education, 8(3), 1–10. https://doi.org/10.1186/2252-6862-8-3

Kuiper, R., & Volman, M. (2015). The effects of flipped classrooms on students’ learning outcomes: A meta-analysis. Educational Research Review, 15, 1–15. https://doi.org/10.1016/j.edurev.2015.09.001 DOI: https://doi.org/10.1016/j.edurev.2015.09.001

Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Internet and Higher Education, 3(4), 1–10. https://doi.org/10.1016/j.iheduc.2000.07.001 DOI: https://doi.org/10.1080/00220480009596759

Li, Z., & Wang, Y. (2018). The flipped classroom: A pedagogical model for teaching and learning. Journal of Educational Technology & Society, 21(1), 1–12.

Liu, L., Wang, X., & Zhang, W. (2017). Self-directed learning of Chinese college students: Status quo and influencing factors. Journal of Educational Studies, 13(2), 87–95.

Lo, C. K., & Hew, K. F. (2017). A critical review of research on flipped classrooms in the context of mathematics education. Educational Research Review, 22, 1–13. https://doi.org/10.1016/j.edurev.2017.04.001

Lo, C. K., Hew, K. F., & Chen, G. (2017). Flipped classroom in mathematics education: A review of research. Educational Research Review, 22, 1–13. https://doi.org/10.1016/j.edurev.2017.04.001 DOI: https://doi.org/10.1016/j.edurev.2017.08.002

Luo, T. (2015). Flipped classroom: A pedagogical model for teaching and learning. Journal of Educational Technology & Society, 21(1), 1–12.

Makinde, O. O., & Yusuf, M. O. (2017). Effect of flipped classroom strategy on learners’ mathematics achievement. Journal of Education and Practice, 8(13), 1–8.

Malunes, M., & Dioso, J. (2020). Teaching Competence in Public Elementary Schools: An Assessment Based on the Philippine Professional Standards for Teachers (PPST). Journal of Educational Research and Practice, 49(3), 101-114. DOI: https://doi.org/10.52006/main.v3i2.179

Marcial, M. (2017). Social and Ethical ICT Competence Among Teacher Educators in Central Visayas. Philippine Journal of Teacher Education, 30(1), 55-65. DOI: https://doi.org/10.33407/itlt.v57i1.1533

Maxwell, B. (2017). Codes of professional conduct and ethics education for future teachers.

Mensah, R. E. A., Esia-Donkoh, K., & Quansah, D. K. (2020). Instructional supervision as perceived by teachers in public basic schools in Pokuase Education Circuit in the Ga-North Municipality, Ghana.

Mogege, M., & Egara, F. O. (2022). Teachers' strategies and students’ attitude as predictors of mathematics performance. Journal of Educational Psychology and Measurement, 42(3), 211–227.

Montgomery, J. (2015). Socioeconomic status and student achievement. Journal of Educational Psychology, 107(3), 1–10. https://doi.org/10.1037/edu0000001 DOI: https://doi.org/10.1037/edu0000001

Molano, T. (2020). The integration of 21st-century skills in Philippine Basic Education reform agenda. Philippine Journal of Educational Policy, 12(3), 45-59.

Murro RA, Lobo JG, Inso ARC, Chavez JV. (2023). Difficulties of parents with low educational attainment in assisting their children in modular distance learning during pandemic. Environment and Social Psychology, 9(1): 1957. DOI: https://doi.org/10.54517/esp.v9i1.1957

Nzeadibe, A. C., Egara, F. O., & Osakwe, C. O. (2019). Rethinking mathematics pedagogy in secondary schools: Challenges and prospects. Nigerian Journal of Curriculum and Instruction, 17(1), 91–103.

Nzeadibe, A. C., Osakwe, C. O., & Egara, F. O. (2020). Mathematics learning environment and students’ academic achievement: The moderating role of classroom engagement. Journal of STEM Education Research, 4(2), 123–138.

Okeke, U. O., Nzeadibe, A. C., & Ibe, A. A. (2023). Teaching approaches and learners’ mathematics achievement in Nigerian secondary schools. Contemporary Issues in Education, 11(1), 59–70.

Osakwe, C. O., Egara, F. O., & Nzeadibe, A. C. (2023). Enhancing student motivation and performance through innovative math teaching strategies. West African Journal of Education, 39(1), 17–29.

Philipsen, B., et al. (2019). Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. DOI: https://doi.org/10.1007/s11423-019-09645-8

Puspitasari, Y. D., & Imega Syahlita Dewi. (2021). Student learning independence through blended learning flipped classroom type during the COVID-19 pandemic. International Journal of Educational Research and Social Sciences, 2(6), 1553–1560. https://doi.org/10.51601/ijersc.v2i6.228

Qian, Zhang, Cheung, E. S. T., & Cheung, C. S. T. (2021). The impact of flipped classroom on college students’ academic performance: A meta-analysis based on 20 experimental studies. Science Insights Education Frontiers, 8(2), 1059–1080. https://doi.org/10.15354/sief.21.re019 DOI: https://doi.org/10.15354/sief.21.re019

Queroda, S., & Nama, R. (2017). Instructional Competencies of Catholic School Teachers in Pangasinan. Journal of Catholic Education, 19(3), 91-104.

Rodriguez, J., & Abocejo, S. (2018). Competence and Performance of Special Education Pre-Service Teachers in Cebu City. Philippine Journal of Special Education, 20(2), 74-85.

Sarabia, L., & Collantes, R. (2020). Work-Related Stress and Its Impact on Teaching Performance: A Study Among Public-School Teachers in Angeles City. Philippine Educational Leadership Review, 25(1), 62-73.

Strayer, J. F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15(2), 171–193. DOI: https://doi.org/10.1007/s10984-012-9108-4

Tang, X., et al. (2020). Assessing computational thinking: A systematic review of empirical studies. DOI: https://doi.org/10.1016/j.compedu.2019.103798

Thai, N. T. T., De Wever, B., & Valcke, M. (2017). The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback. Computers & Education, 107, 113–126. https://doi.org/10.1016/j.compedu.2017.01.003 DOI: https://doi.org/10.1016/j.compedu.2017.01.003