Flipped Classroom versus Lecture-based Instruction in Enhancing the Understanding of Grade 9 Students in Physics

Maria Chona  Z. Futalan,; Brando  A. Piñero,; Avegail  C. Sanoy,

Flipped Classroom versus Lecture-based Instruction in Enhancing the Understanding of Grade 9 Students in Physics

Avegail C. Sanoy | Brando A. Piñero | Maria Chona Z. Futalan

Discipline: Education

Abstract:

This study investigated the effectiveness of flipped classroom instruction compared to lecture- based instruction in enhancing Grade 9 students’ understanding of physics concepts. The limited research on the comparative effectiveness of flipped classroom instruction and lecture-based instruction in K-12 Philippine science education, along with the challenge of teacher-created video production, highlights a gap in understanding their practical implementation and impact. The researcher employed a quasi-experimental design, using a one-stage cluster sampling technique to assign 61 students to experimental and control groups randomly. Both groups demonstrated comparable prior knowledge based on their Third Quarter Science 9 performance, verified through a Mean Performance Score (MPS) analysis and a t-test: Two-Sample Assuming Equal Variances. Data treatment involved using the Mean, t-test for dependent data, and t-test for independent data. The findings revealed that while both instructional methods significantly improved student performance, the flipped classroom approach yielded higher post-test results than lecture-based instruction. The study concluded that flipped classroom instruction is a more effective strategy for fostering active learning and improving comprehension of key physics topics, such as projectile motion, impulse and momentum, linear momentum conservation, and mechanical energy conservation. The research encourages future researchers to replicate this study in other educational settings and expand its scope by exploring additional factors that influence the effectiveness of flipped classroom instruction.

References:

Amarilla, N. S., Revuelta, M. J. C., & Martínez, A. I. M. (2022). Systematic review: Flipped classrooms in the performance of undergraduate science students. Journal of Science Education and Technology, 31(5), 594–604. https://doi.org/10.1007/s10956-022-09979-8
Chang, Y. (2015). Science motivation across Asian countries: Links among future-oriented motivation, self-efficacy, task values, and achievement outcomes (Dissertation). The Asia Pacific Education Researcher, 24(1), 247–258. https://doi.org/10.1007/s40299-014-0173-5
Chiofalo, M. L., Foti, C., Michelini, M., Santi, L., & Stefanel, A. (2022). Games for teaching/learning quantum mechanics: A pilot study with high-school students . Education Sciences, 12(7), 446. https://doi.org/10.3390/educsci12070446
Gyimah, G. (2023). Effectiveness of group investigation versus lecture-based instruction on students’ concept mastery and transfer in social studies. The Journal of Social Studies Research, 47(1), 29–39.
Hamdan, A. (2020). Recent trends in curriculum and teaching methods in science education (Dissertation). Gamtamokslinis Ugdymas. Natural Science Education, 17(1), 24–43. https://doi.org/10.48127/gu-nse/20.17.24
Hasni, A., & Potvin, P. (2015). Students’ interest in science and technology and its relationships with teaching methods, family context. International Journal of Environmental and Science Education, 10(3), 249–267. https://doi.org/10.12973/ijese.2015.249a
Hew, K. F., Bai, S., Dawson, P., & Lo, C. K. (2021). Meta-analyses of flipped classroom studies: A review of methodology. Educational Research Review, 33, 100393. https://doi.org/10.1016/j.edurev.2021.100393
Hontarenko, I., & Kovalenko, O. (2024). Enhancing teaching: The crucial role of effective preparation and delivery of lectures (Dissertation). Educational Challenges, 29(1), 72–84. https://doi.org/10.34142/2709-7986.2024.29.1.05
Kang, J., Keinonen, T. The Effect of Student-Centered Approaches on Students’ Interest and Achievement in Science: Relevant Topic-Based, Open and Guided Inquiry-Based, and Discussion-Based Approaches. Res Sci Educ 48, 865–885 (2018). https://doi.org/10.1007/s11165-016-9590-2
Long, T., Cummins, J., & Waugh, M. (2019). To flip or not in higher education: A tale of three instructors. The Asia-Pacific Education Researcher, 29(3), 201–212. https://doi.org/10.1007/s40299-019-00470-4
Malipot, M. (2023a, December). 2022 PISA results a “clear indication” that PH education system is in ‘worst state’ — PBEd. Manila Bulletin. Retrieved from https://tinyurl.com/yeypyx2r
Malipot, M. (2023b, December). ‘Uncomfortable truth’: Duterte calls for collective action after PH’s dismal performance in 2022 PISA. Manila Bulletin. Retrieved from https://tinyurl.com/3sacvrp8
McLaughlin, J. E., Roth, M. T., & Mumper, R. J. (2021). The flipped classroom: Freeing up class time for strategic active learning. Retrieved from https://doi.org/10.1007/978-3-030-62916-8_2
Muruyama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (2013). Predicting long-term growth in students’ mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84(4), 1475–1490. https://doi.org/10.1111/cdev.12036
Narula, J. K., & Singh, B. (2023). Comparison of the effectiveness of lecture-based teaching by PowerPoint presentation versus chalkboard method to dental students: A student’s perspective. International Journal of Scientific and Research Publications, 13(2), 273–275. https://doi.org/10.29322/ijsrp.13.02.2023.p13432
Osborne, J. (2023). Science, scientific literacy, and science education. In Handbook of research on science education (pp. 785–816). Routledge.
Teppo, M., Soobard, R., & Rannikmäe, M. (2021). Grade 6 & 9 student and teacher perceptions of teaching and learning approaches in relation to student perceived interest/enjoyment towards science learning. Journal of Baltic Science Education, 20(1), 119–133. https://eric.ed.gov/?id=EJ1298193
Widodo, W., Wasis, W., & Suryanti, S. (2022). Analysis of students’ conceptions after learning physics with online flipped classroom (Dissertation). Nucleation and Atmospheric Aerosols. https://doi.org/10.1063/5.0115797
Yasmin, H. (2019). Efficacy of teaching methods: An evaluation by the sifundzani high learners. International Technology and Education Journal, 3(1), 6–15. https://eric.ed.gov/?id=EJ1301379
Zamorano, L. R. M., Sánchez, J. Á. L., & Godoy-Caballero, A. L. (2019). How the flipped classroom affects knowledge, skills, and engagement in higher education: Effects on students’ satisfaction. Computers & Education, 141, 103608. https://doi.org/10.1016/j.compedu.2019.103608