Home⇛Universal Journal of Educational Research⇛vol. 3 no. 2 (2024)

Enhancing Student Engagement and Motivation in Science Using the Flip-J Strategy

Jasmine Diata Cruz | Lovelyn Calixtro | Jan Jericho Batinga | Andre Maverick Balila | Hannah Abigail Mamuad | James Marlo Antonio

 

Abstract:

Motivation and engagement are critical components of student learning, particularly in the achievement of science learning outcomes. This study aimed to determine the effect of combining flip and jigsaw (Flip-J) learning strategies on students' motivation and engagement in science and to determine the perception of students and the teacher on the use of Flip-J as a learning strategy in science. The participants of the study were 68 Grade 10 students at the Mariano Marcos State University Laboratory High School Laoag who had classes utilizing the Flip-J strategy. The study made use of survey questionnaires on students’ engagement, motivation, and perception of the use of the Flip-J strategy, and teacher’s observation and feedback questionnaires in gathering the needed data. The results gathered from the survey were analyzed using weighted mean, z-test, and Cohen’s d. The findings show that there is a significant improvement in the motivation and engagement of the students after using the Flip-J strategy. Students’ and the teacher observer’s responses to open-ended questions revealed that the Flip-J strategy promotes positive interdependence, encourages proactive learning among students, and improves students' interpersonal skills. Therefore, Flip-J is an effective strategy in enhancing student engagement and motivation in science.



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