Philippine E-Journals

The Flipped Classroom and Students’ Achievement in Grammar

Rizza B. Feeney | Annabelle A. Gordonas

Discipline: Education

 

Abstract:

Following recent advances in educational technology-integrated learning, language education authorities are becoming more and more interested in the actual implementation of flipped classrooms as cutting-edge strategies. This study investigated the impact of flipped classroom on students’ achievement in grammar of Grade 10 Students of Concordia College for SY 2018 – 2019. Non- equivalent group design, a true – experimental method was employed in this study. The respondents’ average grade in English from the first to the third quarter was considered to establish comparability. Each group took the pretest and posttests. However, only one group employed a flipped classroom as a teaching-learning strategy. Statistical tools employed were Average Weighted Mean (AWM) and T– test. Major findings revealed that the pretest scores of both experimental and control groups were higher than the 50% passing rate. However, the scores were still under the Approaching Proficiency Level based on DepEd Memo No.8 s of 2015. Pretest scores also showed the two groups had almost the same level of grammar proficiency. It was noted that the pretest scores of the control group were higher than the scores of the experimental group. Post test scores of both groups had increased after the intervention which denoted that traditional and flipped classroom were effective in teaching grammar. It also revealed that the experimental group scores were higher than that of the control group. Further, there was no significant difference between the pretest scores of the control and experimental groups. This meant that the control and experimental groups’ achievement in grammar was equal before the implementation of the intervention. The post test scores of the two groups revealed that there was no significant difference between the posttest scores. This indicated that both groups had improved their grammar achievement; however, it would not imply that the achievement of the experimental group is higher than the control group.