Modified flipped classroom for grade 8 Physics

Abstract

This quasi-experimental research was conducted to determine the physics achievement of 64 Grade 8 learners in physics class. A total of two (2) sections with thirty-two (32) students each were considered in this study. One section was the experimental group exposed to modified flipped classroom instruction in physics class and the other section was the control group who were exposed to non-flipped classroom instruction in physics class. The choice whether a certain group was subjected to modified flipped classroom instruction or non-flipped classroom instruction was done through the toss coin method. This pretest-posttest method of research utilized a 60-item researcher- made achievement test in Physics. The statistical tools used were mean and standard deviations for descriptive statistics and t-test for independent and dependent samples for 0.05 alpha level for inferential statistics. The findings showed that the modified flipped classroom group and non-flipped classroom group were low in terms of the level of physics achievement before the intervention. After the intervention, the level of physics achievement of both advanced to average. No significant difference existed between the pre-test and the post-test on physics achievement of modified flipped classroom group and non-flipped classroom group. However, significant differences were noted between the pre -and post-treatment achievement of each group. Moreover, the study revealed no significant difference in the mean gain achievement between the experimental and the control groups. This implied that both instructions have a positive effect on learners' physics achievement. It is encourage to use both instruction to enhance the Physics achievement of learners. This could be done by making use of mixed methods of instruction using both modified flipped classroom instruction and non-flipped classroom instructions to certain lessons wherein both instructions are suited and appropriate for the learners' needs. Furthermore, the study showed positive learning experiences of learners exposed to modified flipped. In fact, the learners find it helpful and beneficial to them.