Abstract
Researchers have persuaded educational institutions that there is a new set of vital skills that students are required to have, thus giving rise to a new trend in education called Blended Learning. An example of this is a Flipped classroom where the traditional in-class and out-of-class activities is switched. The purpose of this study is to determine the effectiveness of this type of classroom. The research method used for this paper is quasi-experimental design in which the process consists of three analyses: first is evaluating the effectiveness of flipped classroom; second is comparing the effectiveness of flipped with a traditional classroom; and third, comparing the effectiveness of a flipped classroom to high and moderate to low performing students. Results show that a flipped classroom environment had a large significant effect (d = 3.180) in improving the trigonometry performance of the students. Additionally, a flipped classroom environment had a quite larger effect (d = 3.619) in improving students’ performance compared to traditional classroom environment (d = 2.004). However, this difference of effect is considered not to be statistically significant (F = 1.837, p > 0.05). Furthermore, the effectiveness of a flipped classroom is significantly larger to high performing students compared to moderate to low performing students (F = 10.165, p < 0.05).
Author Information
Jose Mari M. Calamlam, De La Salle Santiago Zobel School, The Philippines
Paper Information
Conference: ACSET2016
Stream: Education and Technology: Teaching, Learning, Technology & Education Support
This paper is part of the ACSET2016 Conference Proceedings (View)
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