Flipped Classroom: Strategy to Improve Students’ Conceptual Understanding in Physical Science Context and Rationale Physical Science is one of the core subjects in General Academic Strand (GAS) offered in Grade -12 Senior High School curriculum composed of two major scientific fields, Chemistry and Physics. Wherein, the students explore the formation of the most ancient elements in the universe, including motion, energy, the nature of matter and atoms, chemical reaction, and the understanding of the Cosmos.The ultimate purpose of this curriculum is to provide students’ continuous conceptual understanding and mathematical skills learned from Junior High School subjects. Thus, teachers are engaged into a higher level of technological advancement and innovation as a supplemental instruction for enhancement of students’ learning process, strengthening students’ retention and better understanding of the desired concepts and topics.With this, the goal of education is formulated to develop every learner to be scientifically, technologically, mathematically, socially, and environmentally literate and become a productive member of the society (K to 12 Curriculum Guide Science, 2013). However, science educators all over the world are giving feedbacks on the low level of comprehension of basic science concepts by students at all levels of study (Fensham, 2006). Remedios E. Vilches-San Lorenzo National High School is faced by the same problem. Based on the latest National Achievement Test (NAT) result, Science MPS is at 62.24% appeared below as compared to the national standard which is 75%, which means that the result did not reached the national target by 12.76%. As observed, results showed that the teachers are currently dealing with academic diversity of 2 learners that has a wide range of abilities that requires teachers to be creative and innovative to accommodate students’ needs to increase students’ performance. The challenge in teaching is to create learning experiences for students and to support their own critical thinking skills, evaluation, communication, and application of the scientific models with blended technologies needed to make sense out of these experiences. As a solution, Science and Technology educators then must make Physical Science curriculum interesting and challenging by implementing instructional method of flipped or inverted classroom. This instructional method is increasingly popular worldwide and promising tool in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time students are exposed to exercises, projects, or discussions (Tucker,2012). In other words, the practice problems normally completed at home and demands the learners to work independently and collaboratively before coming to the classroom using various technology tools. This teaching strategy will help students improve conceptual understanding in the field of science. Constructivist learning will take place when students gain knowledge through direct personal experiences such as activities, projects, and discussions (Ultanir, 2012). According to Strayer (2008), the flipped classroom is more effective when the students will become more aware of their own learning processes. With the aid of this advancement of instruction, students increase awareness and focus on their activities to make connections to the course material (Strayer,2008). As a result, students learned more deeply, stay engaged, and displayed a higher level of innovation. Based on the aforementioned concepts, and ideas, the researcher aims to determine the effects of flipped classroom in relation to Grade -12 Senior High School students’ conceptual understanding in Physical Science. 3 Research Questions This study aims to determine the effect of flipped classroom on students’ conceptual understanding in teaching Physical Science. Specifically, it will seek answers to the following questions: 1. What is the pre-test mean score of Grade -12 Senior High School students’ taking Physical Science subject before exposure to flipped classroom? 2. What is the post-test mean score of Grade -12 Senior High School students’ taking Physical Science subject after exposure to flipped classroom? 3. How does intervention help improve of Grade-12 Senior High School students’ conceptual understanding in Physical Science? Proposed Innovation, Intervention and Strategy This study will determine the effects of flipped classroom on students’ conceptual understanding in Physical Science. Educational technology and learning activities are two key components to achieve the ultimate goal of flipped classroom. Students expose to this strategy will undergo proper orientation, assigning students’ account in google classroom and computer training for one (1) week to enter the online course which is facilitated by the researcher. The technological gadgets such as cell phones, tablets and laptops will be also utilized by the students wherein the typical lecture and homework elements are reversed in this innovative method. Short video lectures, reading assignments, exercises, modules, worksheets, quizzes, video, virtual simulations and power point presentations are viewed by the students at home before the class session while during class time, students are engaged in discussion activities, problem solvings and group work . With this educational technology, students have an access to watch lectures even at home at their own pace and communicating with peers and teachers through online discussions. 4 Therefore, the intervention involves a transformation of the teacher’s role from “sage on the stage” to guide on the side” (King, 1993). If there are students who have no access to gadgets and internet data to enter the online classroom due to the slow of internet connectivity , the researcher will immediately provide similar handouts, hard copy of the assignments and other reading materials that have the same content viewed in the flipped classroom to cope with the proposed strategy. Action Research Methods a) Participants & Other Sources of Data and Information The participants of the study will be the forty (40) selected Grade-12 Senior High School students taking General Academic Strand (GAS) during the first (1St) semester of school year 2018- 2019 of a public secondary school of Remedios E. Vilches- San Lorenzo National High School. The purposive sampling technique will be utilized in this study because only students that have a technological gadgets and internet connectivity can access the online classroom during the onset of intervention. With this, intervention is properly implemented to determine the effect of flipped classroom on students’ conceptual understanding in Physical Science. Furthermore, the proper implemention of intervention will be held twice a week, Monday and Friday, for twelve (12) weeks. b) Data Gathering Method The data needed in this study, will be gathered from the Physical Science Conceptual Understanding Test (PSCUT), as the researcher’s instrument. Physical Science Conceptual Understanding Test (PSCUT).This will be a seventy (70) multiple choice conceptual questions specifically focused on the following topics: Structure of Atoms, Structure and Properties of Matter, Motion and Forces, and Coservation of Energy which all based on K to 12 curriculum guide and competencies 5 provided by the Department of Education. The forty (40) selected Grade -12 Senior High School students will be given a pre-test on the first day of the study. At the end of the intervention the same multiple choice type of test in conceptual understanding in Physical Science will be administered as post-test. The results of post-test will be analysed to determine the significant difference before and after exposure to flipped or inverted classroom. The instrument will undergo validations and item analysis. Means scores in conceptual understanding will be described using the following scales: Range 56 -- 70.00 42 – 55.99 28 – 41.99 Descriptive Rating Advanced The participant at this level exceeds the core requires in terms of knowledge, skills and understandings, and can transfer them automatically and flexibility through authentic performance tasks. Proficient The participant at this level has developed the fundamental knowledge and skills and core understanding and can transfer independently through authentic performance tasks. Approaching Proficiency 14 - 27.99 0 - 13.99 Description The participant at this level has developed the fundamental knowledge and skills and core understanding and with little guidance from the teacher and/or with some assistance from peers can transfer them independently through authentic performance tasks. Developing The participant at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout their performance of authentic tasks. Beginning The participant at this level struggles with his/her understandings; prerequisites and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding. 6 c) Research Design The study will utilize the one group pre-post tests design. The researcher will conduct a pre-test which are intended to measure any differences that existed before the manipulation is applied. Then, a post test will be given similar to the pre-test after the full implementation of the study to determine the results. d) Data Analysis Procedure The statistical tool to be employed will be the mean to determine the pre-test and post- test scores in conceptual understanding of Senior High School students in Physical Science and thematic analysis. e) Ethical Issues Proper citation of all the sources of data used in the study will be done to avoid plagiarism. A permit to conduct the study will be secured by the researcher from the schools heads beforehand and a letter will be sent to the Schools Division Superintendent of Guimaras. Another letter will be handed to the principal for the permission to utilize the Grade 12 Senior High School students taking General Academic Strand (GAS) as the participants in the study. Likewise, a letter of consent will be sent to the students and to the parents to allow their children as participants in this research study. Before the onset of intervention a separate matrix of activities and lesson plans in flipped learning group will be prepared and validated by the School Heads. Furthermore, primary instruments to be used in the study will be validated by the pool of science and Master Teachers. Likewise, the results of the research data will be kept confidential.The data will be collected, tabulated and subjected to the appropriate statistical analysis. 7 f) Plan for Data Analysis The comparison of the pre-test and post test results will determine the impact of the intervention. Results of this study will be also considered to determine if the learner’s conceptual understanding in Physical Science has improved. 8 Work Plan and Timeline Stages Preparatory Phase Implementation Phase Culminating Activity Reporting Phase Activities Target Date Actual Date Finalization of Research Proposal and Approval Preparation of Curriculum guide and matrix, pre-post tests and other instructional materials Purchase of supplies and materials Production/printing of test materials Orientation of parents and recipients Pre-test Actual Implementation of the study July 3-20,2018 July3-20,2018 Persons Responsible Researcher July 23,2018 July 23,2018 Researcher Aug. 1, 2018 Aug. 1, 2018 Aug. 2, 2018 Aug. 2, 2018 Researcher Aug. 6, 2018 Aug. 6, 2018 Researcher Aug. 9, 2018 Aug.10,2018 to Nov. 12,2018 Researcher Researcher Aug.9, 2018 Aug. 10,2018 to Nov. 12,2018 Researcher Post-test Test Result Analysis Nov. 14,2018 Nov. 15,2018 Nov. 14,2018 Nov. 15,2018 Researcher Researcher Giving of cerficates Nov. 19,2018 Nov. 19,2018 Researcher Preparation of Accomplishment report Binding and submission of report Nov. 26,2018 Researcher Researcher 9 Cost Estimates Activities Item Quantity Unit Price Total 1.00 10.00 150.00 20.00 10.00 150.00 A. Preparatory Phase 1. Finalization of Research Proposal and Approval 2. Preparation of Curriculum guide and matrix, pre-test and other instructional materials 3.Purchase of supplies and materials Bondpaper Folder w/ fastener Bond paper 4. Production/printing of test materials Bond paper (for 40 sets of pre-test @ 4 pages /set 5. Orientation of parents and recipients Snacks for 40 parents and 40 recipients 20 pcs. 1 set 1 ream Travel allowance 300.00 170.00 680.00 4 reams 80pax 30.00 - 2,400.00 - B. Implementation Phase Pre-test questionnaire 1. Pre-test 2. Actual implementation of the study Learning kits (plastic envelope, notebook, ball pen, pencil, ruler, crayons, graphing paper) Assorted cartolina Pentel pen (black & white) Pentel pen ink (black & red) Folder short w/ plastic cover 40 sets 40 sets 90.00 3,600.00 30 pcs 2 pcs 3 bot. 7.00 80.00 80.00 200.00 140.00 160.00 240.00 200.00 3. Post Test Questionnaire 40 sets 4. Culminating Activity Certificates Snacks Bond paper (use the remaining sheets) 40 pcs. 40 pax - Fees for binding 3 books C. Reporting Phase 1. Preparation of accomplishment report 2. Printing & binding of final Report 3. Notarial Fee 4. Submission of proposal and during binding TOTAL ESTIMATED COST 5.00 30.00 - 200.00 1,200.00 900.00 300.00 Travel Allowance 100.00 300.00 10,600.00 10 Action Plan The results of this study will be presented to the school head and the pool of science teachers for further evaluation and possible adoption of the strategy to other sections and grade levels. It will be presented to the Curriculum Implementation Division (CID) of the DepED Schools Division of Guimaras for possible adoption to other Science Classes. 11 References Fensham, P. (2006). Student interest in science: The problem, possible solutions, and constraints. As found in conference proceedings for ACER Research Conference 2006. Retrieved from http://www.acer.edu.au/research_conferences/2006.html. K to 12 Curriculum Guide Science (2013). Retrieved from http://odea.sdb.ph/ODEA/downloads/Kto12Science-CG-as-of-October-28-2016pdf Strayer, J. F. (2008). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system.Dissertation Abstracts International Section A. Tucker, B. (2012) The flipped classroom. Education next, 12 (1). Ultanir, E. (2012). An epistemological glance at the constructivist approach: Constructivist learning in Dewey, Piaget, and Montessori. Online Submission. 12 APPENDICES 13 DECLARATION OF ABSENCE OF CONFLICT OF INTEREST 1. I, Little Rose G. Santiago, understand that the conflict of interest refers to situations in which financial or other personal considerations may compromise my judgment in evaluating, conducting, or reporting research. 2. I hereby declare that I do not have any personal conflict of interest that may arise from my application and submission of my research proposal. I understand that my research proposal may be returned to me if found out that there is conflict of interest during the initial is screening as per DepED Order No. 16, s. 2017. 3. Further, in case of any form of conflict of interest (possible or actual) which may advertently emerge during the conduct of my research, I will duly report it to the research committee for immediate action. 4. I understand that I may be held accountable by the Department of Education and Basic Education Research Fund (BERF) for any conflict of interest which I have intentionally concealed. PROPONENT: LITTLE ROSE G. SANTIAGO SIGNATURE: ________________________ DATE: _____________________ 14 DECLARATION OF ANTI-PLAGIARISM 1. I, Little Rose G. Santiago, understand that plagiarism is an act of taking and using another’s ideas and works and passing them off as one’s own. This includes explicitly copying the whole work of another person and/or using some parts of their work without acknowledgment and referencing. 2. I hereby attest to the originality of this research proposal and has cited properly all the references used. I further commit that all deliverables and final research study emanating from this proposal shall be of original content. I shall use appropriate citations in referencing other works from various sources, 3. I understand that violation from this declaration and commitments shall be subject to consequences and shall be dealt with accordingly by the Department of Education and Basic Education Research Fund (BERF). PROPONENT: LITTLE ROSE G. SANTIAGO SIGNATURE: _____________________ DATE: __________________________ 15 8 Curriculum Vitae PERSONAL INFORMATION Name : Little Rose G. Santiago e.mail: littlerose.santiago@deped.gov.ph Date of Birth: June 11, 1982 Age: 36 years old Gender: Female Marital Status: Married Religion: Roman Catholic Nationality: Filipino EDUCATIONAL BACKGROUND Elementary: Alejo Posadas Memorial Elementary School (1989 - 1995) Secondary: Ajuy Polytechnic College (1995 – 1999) College: Western Visayas College of Science and Technology (1999 – 2003) Course: Bachelor of Science Teaching in Physics (BSTPhysics) Graduate Studies: West Visayas State University Master of Arts in Education (Physical Science) (2013-2017) QUALIFICATION Eligibility: Licensure Examination for Teachers (LET) WORK EXPERIENCE 2017 to Date Master Teacher I – District of San Lorenzo North (SHS) 2016 – 2017 Teacher I – DepEd, District of San Lorenzo 2015 – 2016 Teacher I – DepEd, District of San Lorenzo 16 2013-2014 Teachear I- Good Shepherd’s Fold Academy 2012-2013 Teachear I- Good Shepherd’s Fold Academy 2011-2012 Teachear I- Good Shepherd’s Fold Academy 2010-2011 Teachear I- Good Shepherd’s Fold Academy 2009-2010 Teachear I- Good Shepherd’s Fold Academy 2008-2009 Teachear I- Good Shepherd’s Fold Academy
