FLIPPED MATHEMATICS EDUCATION: ITS EFFECTIVENESS
ON THE ACHIEVEMENT IN LEARNING FRACTION OF
GRADE SEVEN STUDENTS AT MEYCAUAYAN
NATIONAL HIGH SCHOOL
LANY F. ROSARIO
Researcher
Meycauayan National High School
Camalig, Meycauayan City, Bulacan
Contact Details:
0919-094-0336/ lany.rosario@deped.gov.ph
ABSTRACT
This action research aimed to improve the Mathematics performance of students of
Meycauayan National High School in calculating fractions. Participants were sixty (60) Grade 7
students from heterogenous class for school year 2021-2022. The class was divided into two (2)
groups. Thirty students (30) were randomly selected and instructed using flipped education. A
second cohort of the class was instructed thru conventional way as control group. The researcher
aimed to improve mathematics performance in solving fractions using Flipped Education.
The results of the study showed that the students exposed to flipped education performed
better than students who were taught conventionally. The findings stressed that the results of the
Post-test of control and experimental groups have significant differences.
During this pandemic and in times when students have a hard time in understanding the
process in solving fractions, it is proposed that teachers should give or provide link of videos, power
point presentations and other learning materials where students could watch and browse as many
times as they need until they difficulties for a certain part of the lesson was unlocked.
Keywords: flipped education, fractions, performance, skills, pre-test, post-test, and virtual class
STATEMENT OF THE PROBLEM
The study sought to answer the following questions:
1. What are the pre-test scores of the control group and the experimental group?
2. What are post-test scores of the control group using traditional or conventional
method and the experimental group using flipped education?
3. Is there a significant difference between the pre-test and post-test scores of the
control group and the experimental group?
TYPE OF RESEARCH
The study was a quasi – experimental design. The experimental group received a treatment
while the control group only had the regular virtual discussion. The
pre – test and the post –
test of the two groups were compared and analyzed.
RESPONDENTS AND SAMPLING METHOD
The respondents of this study were the Grade 7 students of Meycauayan National High
School with “online” modality of learning.
Convenience sampling technique was used in
selecting the respondents. Students with online modality clustered into sections were selected.
INSTRUMENT
The researcher constructed a Pre – test/Post – test to assess the effectiveness of the
intervention. The researcher asked the help of her colleagues to give some pointers on how to
improve the questionnaire. The said test was validated by the master teachers in mathematics.
The test focused on solving fractions specifically, operations on fractions.
DATA ANALYSIS
The data was collected and processed in response to the problems posed in chapter one of
this study. The data was treated using mean and standard deviation.
The researcher also categorized the test results of the students in the pre-test and posttest,
using a scale.
The descriptive scale is as follows:
Range of Score
Percentage
Achievement Level
17-20
93-100
Excellent
13-16
63-90
Above Average
9-12
73-80
Average
5-8
63-70
Below Average
0-4
53-60
Poor
RESULTS AND DISCUSSIONS
Scores of the Control Group and the Experimental Group in the Pre-test
The findings of the study were based on the scores of the two groups in pre-test and
post-test as presented on the tables.
Table 1
Pre-test Mean of Control Group and Experimental Group
Control Group
Experimental Group
Mean 6.4
Mean 6.0
Standard Deviation 2.34
Standard Deviation 2.38
Table 1 shows the mean of both the control group and the experimental group in the pre-test.
The control group marked a mean of 6.4 which was interpreted as below average while the students
in experimental group registered a mean of 6.0 which was also interpreted as below average. This
shows that both the control group and the experimental group were of the same level when it comes
to their academic performance before the study was conducted.
Table 2
Post-test Mean of Control Group and Experimental Group
Control Group
Experimental Group
Mean 9.77
Mean 14.00
Standard Deviation 3.00
Standard Deviation 2.37
Table 2 shows the post-test scores of the control group and the experimental group in the
achievement test. The results served as one of the main data of the study to determine the impact of
flipped education in improving the test scores of the Grade 7 students in learning fractions.
Based on the data above, it shows that the control group marked a mean score of 9.77
interpreted as average achievement level, while the experimental group’s score mean is 14.00 which
was determined as above average. In addition, the Grade 7 students in the experimental group
improved their tests scores in solving fractions as compared to their pre-test scores.
This means that through flipped education, the students became more motivated and
more enthusiastic to learn and understand what they are doing. This also means that there was a
better retention of learning thru Flipped Education.
Table 3
Comparison of Pre-test and Post-test Scores of Control Group and Experimental Group
Pretest
Posttest
Improvement
Control Group
6.40
9.77
3.37
Experimental Group
6.00
14.00
8.00
Table 3 shows the comparison between the pre-test scores and post-test scores of the control
group and the experimental group in the achievement test.
Based on the data above, it shows that the control group improved by 3.37 difference in their
mean scores while the experimental group had 8.00 difference. This means that though both group
shows improvement in their test scores, the experimental group had greater improvement compared
to the control group. This also shows that Flipped Education is significant in the improvement of
students’ test scores in solving fractions.
The above findings stressed that the results of the Post-test mean of control and experimental
groups have significant differences. This explains that the levels of learning
outcomes of the experimental group have improved after being exposed to flipped education.
It is noted that the flipped education is more effective that the traditional type of learning fractions.
CONCLUSIONS
In the light of the findings, the following conclusions were drawn:
1.
Traditional method is effective in teaching fractions.
2. Students were more motivated to learn fractions using flipped education.
3. Flipped education is more effective than the conventional method of teaching
fractions.
RECOMMENDATIONS
Based on the findings and conclusions, the following recommendations were drawn:
1. The teachers should provide videos and other learning materials which students
could access during their free time.
2. Educators should embrace the new trend in learning which will help both the
students and the teachers.
3.
Educators should implement flipped education for learners to become more
participative and increase their test scores, thus improving their skills in solving
fractions.