Available Online: 18 June 2021
Esquillo, Jonnel P.*
Emilio Aguinaldo College, Philippines (firstname.lastname@example.org)
This study is an experimental research that aimed to determine the effectiveness of the Flipped Classroom Instructional Strategies in teaching Mathematics 5. The control group, comprising of 34 pupils, and the experimental group composing of 35 pupils was tasked to provide their age, and sex. The conventional teaching method taught to the control group, while the Flipped Classroom Approach taught for a period of two (2) weeks to the experimental group. Surveyed students are in appropriate age for their current grade level. The study is dominated by male respondents. Respondents from control and experimental group have low to average performance during the pre- test. Performances of control group and experimental group have increased. Though, experimental group has higher post-test score rating than control group. Pre-test scores of both groups do not have significant difference. Also, it depicts that the ability of respondents on both control and experimental is almost at the same level. An intervention should be used to improve their performance. Post- test scores of both groups have significant difference. Although there is an increase on the performance of the control group, experimental group has performed even better. The use of flipped classroom instructional strategies in teaching Mathematics is deemed effective.
Keywords: flipped classroom instructional strategies; conventional teaching method; flipped classroom approach; innovation; improve
Cite this article:
Esquillo, J. P. (2021). Flipped classroom instructional strategy in teaching mathematics to grade five learners: Basis for video-assisted instructional materials. International Journal of Research Studies in Education, 10(5), 161-170. https://doi.org/10.5861/ijrse.2021.648