The flipped model of instruction has been the focus of many researchers through the years due to its impact on students’ academic performance. This action research study aims to uncover the pedagogical effects of applying the flipped classroom strategy to Grade 3 students’ poetry writing skills. The researcher applied the triangulation technique where the data were analyzed through multiple resources to get more reliable information. A researcher-made test on concepts on poetry was given to the participants as the pretest and the post-test of the study, worksheets, quizzes, and Culminating Unit of Assessment (CUA) results were used for as a quantitative data, whereas questionnaire on students’ perception of the program through G-form, interview results, poetry writing for their main output and researchers observations were used for the qualitative data gathering. The research participants were chosen purposively, coming from three sections in Grade 3 (n=74). To achieve this, a 4-week plan was designed to provide students with activities on poetry writing. The students received the flipped model of instruction, materials were given to them ahead of time through their Learning Management System (LMS) which is the Seesaw Application, moreover, this is a student self-paced learning. The researcher used descriptive statistics in interpreting the results of the pretest, the post-test, and the feedback forms for data analyses. The results indicated that there was a statistically significant difference in terms of the students’ writing skills based on the data gathered, it also revealed that the students had a positive attitude towards the program.
Maria Christine M. Morada, De La Salle Santiago Zobel School, Philippines
Stream: Primary & Secondary Education
This paper is part of the IICEHawaii2021 Conference Proceedings (View)
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