USING FLIPPED CLASSROOM
Technology integration in the teaching and learning process
is crucial and integral. It helps teachers to deliver the lesson
innovatively and comprehensively. Technology also facilitates in
addressing common problems in the actual classroom setting.
Some of the most common learning problems that are still
prevalent despite the modernization of learning include having
passive learners, students who are dependent on the teacher’s
lectures and discussions, unmet prescribed competencies due to
teachers’ inefficient use of class time, students not working at
their own pace of learning,
teachers giving plenty of time-
consuming activities that could only develop students with lowlevel thinking skills, and provision practical activities to be
solved and performed at home without teacher’s assistance and
supervision. The low Mean Percentage Score (MPS) of the learners’
in Trends, Networks, and Critical Thinking Skills in the 21st
Century is also one of the triggering factors why the researcher
prompted to propose this kind of innovation.
The aforementioned challenges manifested the drawbacks of the
traditional
method
of
instruction
which
still
practiced
and
observed in the 21st-century teaching and learning process. The
lecture is the fundamental element of this method where the teacher
depends too much on verbal expositions. The learning pyramid
suggests that lecture is one of the most ineffective methods for
learning and retaining information. A lecture is a passive form of
learning wherein a learner simply sits back and listens to the
information being spoon-fed by the teacher. Attempting to acquire
information and gain understanding only through lectures is not
the most effective way of learning.1 Research on classroom lectures
has also demonstrated that a student’s attention declines after
the first ten minutes of class, and although it may return at the
end of a class, students remember only about 20 percent of the
material presented during the lecture.2
Due to the increasing learning needs and diversity of 21stcentury learners, it is about time to change the traditional
classroom instruction by taking advantage of advancements which
facilitate in the development of students' performance and higherorder thinking skills. It is also a way to innovate instruction to
the fullest where teachers and students can access and innovatively
share information by using a variety of modes in meeting their
teaching and learning needs.
1Loveless,
B. and Betz, A.
(2020). Education Corner. Retieved
https://www.educationcorner.com/the-learning-pyramid on February 27, 2020
2
at
Mohanty, A., & Parida, D. (2016). “Exploring the Efficacy & Suitability
of Flipped Classroom Instruction at School Level in India: A Pilot Study”
Creative
Education,
7,
768-776.
Retrieved
from
http://dx.doi.org/10.4236/ce.2016.75079 on February 17,2019.
Flipped classroom is one of the most popular trends in
instructional
technology
that
does
not
only
involve
new
technology; rather, it involves changing the traditional way of
classroom instruction, and homeworks are managed by reversing the
usual order of delivery.3 In this strategy, students learn by doing
and teachers teach by questioning rather by telling or lecturing.
Practical and hands-on activities and asking critical analysis
questions
are
the
forms
of
lecturing.
This
leads
to
the
development, of the learners’ critical thinking and helping those
who
struggle
with
the
lesson.
Cheng-lin
study
revealed
that
students need not teachers’ explanation of the knowledge and skills
in the traditional classroom they need more of timely and effective
assistance
when
they
encounter
problems.4
The
sense
of
responsibility and accountability of the students towards their
learning is highly tested and developed in this innovation.
The researcher did not only concentrate in making teachermade explainer video (audio-visual) as a usual mode in flipping
the classroom, but rather, he integrated other modes such as purely
visual and audio aids as tools in delivering the lesson that could
be used to innovate the strategy in addressing the aforementioned
3
Cheng-lin, H. (2015) “A Study About Flipped Classroom Teaching Support
System Design,” European Journal of Research and Reflection in Educational
Sciences, Vol. 3 No. 1, 2015.
4
Ibid.
challenges. Audio-visual aids are quite helpful in instruction.
Researchers have recommended that the learning process should
appeal to the mind chiefly through the auditory or visual sense
organs since 85 percent of our learning may be absorbed through
these senses.5 Studies also show that varying the study methods
and materials will improve the retention and recall of information
and enhance the learning experience.6
The researcher envisioned that through flipped classroom, the
learners will become more responsible for their learning and
improve
their
critical
thinking
skills,
address
long-term
challenges in the classroom, and portray the 21st-century teaching
and learning process.
5Retrieved
from https://www.pblishing.com/ESSENTIALS-OF-INSTRUCTIONALTECHNOLOGY book/chapter-319-Chapter-2-AUDIO-VISUAL-AIDS on February 26,2020
6Loveless,
B. and Betz, A., op.cit.,