The Flipped Classroom: Enhancing Students’ Learning in Teaching Calculus
Joven C. Cablas
Abstract:
Educators have faced difficulties in efficiently teaching within the
present regular school system. State, university, and college officials
have been pressed to shift from face-to-face classes to teaching
methodologies that address the constraints of the traditional
method of instruction. Digital natives, also known as modern educators, spend more class time connecting with students and filling
learning gaps with technological tools. To assist the development of
learning, they began using interactive movies, interactive in-class
activities, and video conference technologies. This includes utilizing
a Flipped Classroom. This effort determined the effect of employing
the flipped classroom technique in teaching Calculus in order to
solve the issues experienced in teaching Mathematics during the
new normal. The study included 20 first-year Electrical and Mechanical Engineering students who were enrolled in the second semester of the academic year 2019-2020 students whose problemsolving abilities and Calculus ability were assessed using a researcher-created test. A One-Group Pretest-Posttest Experimental
Design was used by the researcher. The experimental study used
four sessions of video instruction during pandemic season before
the online class interactions. The researchers feel that flipped classrooms are appropriate for teaching Calculus since slow learners can
watch the video repeatedly until they understand the material. As a
result, assignments in the classroom focused on collaborative learning. As seen by the posttest findings, the use of the flipped classroom
technique helped students enhance their problem-solving skills and
mastery of solving Calculus issues. Thus, the flipped classroom
method was found to be helpful in improving students' problemsolving skills and performance in Calculus among Guimaras State
College's College of Engineering and Industrial Technology students.
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