PEOPLE: International Journal of Social Sciences

ISSN 2454-5899

Llona, & Tonga, 2020

Volume 6 Issue 1, pp. 17-28
Date of Publication: 14th March 2020
DOI- https://doi.org/10.20319/pijss.2020.61.1728
This paper can be cited as: Llona, G. O., & Tonga, D. L., (2020). Lessons in Grade 10 Mathematics for
Use in a Flipped Classroom. PEOPLE: International Journal of Social Sciences, 6(1), 17-28.
This work is licensed under the Creative Commons Attribution-Non Commercial 4.0 International
License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a
letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

LESSONS IN GRADE 10 MATHEMATICS FOR USE IN A

FLIPPED CLASSROOM
Grace O. Llona
Student, Bicol University, Legazpi City, Philippines
[email protected]

Daves L. Tonga
Professor, Bicol University, Legazpi City, Philippines
[email protected]
______________________________________________________________________________

Abstract
Low-performance, insufficient instruction time and difficulty in providing instructional needs for
diverse learners are some of the prevalent problems in mathematics education. Flipped
Classroom is a rising pedagogical model that exhibits promising features in battling these
dilemmas. This study aimed to develop lessons that integrates flipped classroom, uses student
collaboration and incorporates contexts from students' culture and experiences. Mainly, this
study provided ways on how teachers from rural areas with less technological accessibility, can
implement this instructional model through the use of materials and platforms available in their
community. The mixed method of research was used. Qualitative approach was utilized in the
analysis of students’ responses in their interviews and journals and the quantitative approach
was done through pre-experimental design. Interviews to teachers and analysis of available data
in the chosen school were done to know which topics are to be included in the study. The
identified topics were examined to develop lessons that are best suited for the use of the model to
Grade 10 Geometry. Ten lessons were made and implemented to a Grade 10 class to determine
its effect on their task performance, conceptual understanding and problem-solving skills.

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Effects on study habits and interest were determined using interviews, journals and inventory.
Results show that there is a significant difference on the performance of the students, within the
considered constructs, before and after being exposed to flipped classroom. Moreover, positive
change on responding to tasks, greater initiative to take part and higher interest levels were also
revealed. The implementation of flipped classroom has deepen their understanding, positively
affected the way they perceive and react to tasks, boost their interest and taught learners the
accountability of their own learning. Additionally, availability of learning resources at home and
support from knowledgeable others are important factors that help improve students’
performance.
Keywords
Flipped Classroom, Contextualized, Conceptual Understanding, Problem Solving Skills
______________________________________________________________________________
1. Introduction
Knowledge of Mathematics is a valuable tool for social development and global
competitiveness. As we develop the mathematical proficiency and literacy of individual students,
they, in turn, contribute to the skills, values and collective intellectual resources of the country,
increasing our nation’s funds of knowledge (SEI-DOST & MATHTED , 2011).
On that cause, the Philippine Educational System constantly strives to provide and
promote high quality Mathematics education in the country. Certain indicators however, tell us
that those efforts are not enough and the goals mentioned are still far from reach.
1.1 Indicators of Low Performance in Mathematics
As revealed in the 2003 TIMSS (Trends in International Mathematics and Science
Study), out of 38 participating countries, the Philippines ranked 34th in mathematics. It also got
the 10th and lowest rank in the 2008 TIMSS-Advance Mathematics Category even with only the
country’s science high schools participating. The Global Competitiveness Report of the World
Economic Forum also revealed similar results. From 2015 to 2018, the Philippines nearly
reaches halfway through the rankings in terms of quality of Math and Science education. (The
Global Competitiveness Report, 2018).
Another indicator of students’ academic performance in the country is the National
Achievement Test (NAT) conducted annually. From 2005-2013, the Mean Percentage Scores
(MPS) garnered in the NAT for High School only ranges from 46.97- 51.41. Although there has
been an increase across the years, it’s still far from the national target MPS of 75. Moreover,

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Mathematics is always one of the subjects garnering the lowest MPS along with Science and
critical thinking, (Philippine Education for All 2015 Review Report, 2015). These international
and local data pushes educators to search far and wide to find the best instructional approaches
and strategies that will help fight the persistence of low performance in the country.
1.3 Proposed Solution
The major consensus has suggested that student collaboration, infusion of technology,
and teacher facilitation all promote academic achievement in the secondary Mathematics
classroom (Kulkarni, 2012). These facets are the key features of a modern approach in teaching
known today as the flipped classroom.
Flipped Classroom means that:
 Students gain first exposure to new subject matter outside of class, usually via reading or
lecture videos, and then use class time to do the harder work of assimilating that knowledge,
with the help of their peers and with the guidance of the teacher (Brame, 2013).
 In terms of Bloom’s revised taxonomy, students are doing the lower levels of cognitive work
outside of class, and focusing on the higher forms of cognitive work in class.
 The role of the teacher changes from a fountain of knowledge into a facilitator.
 Offloading direct instruction to videos allows teachers to reconsider how to maximize
individual face-to-face time with students. Time becomes available for students to engage
more deeply with content, and receive immediate feedback from their instructor (Hamden et
al., 2013).
 It also allows learners to collaborate and incorporate contexts from their own culture and
experiences.
It has been reported that it results to greater student motivation and interest, as well as
increased interaction with peers and teachers (Bergman & Sams 2012). It also provides a
medium that allows differentiated instruction for a range of students’ abilities (Herreid and
Schiller 2013). In this setting, students can study according to their preferred environment, time
and pace so they would study complex topics according to their learning style outside class. It
also allows review of ideas and concepts. Likewise, students have the option to pause or rewind
the pre-recorded video; thus, gaining control over instruction time. There is also greater
transparency in relation to learning intent, and greater opportunity for teachers to be aware of
students’ progress (Bergman & Sams, 2012).

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This study aimed to provide ways on how teachers from less technologically advanced
country, like the Philippines, can implement this approach to help improve students’
performance through the use of materials and platforms available in their community. One of the
constantly included topics in the least mastered competencies were topics in Grade 10 Geometry.
The data is alarming that it needs urgent action. These were the reasons why this study
developed lessons integrating flipped classroom to enhance Grade 10 Mathematics students’
learning competencies in Geometry. It also investigated its effect on the students’ performance
tasks, conceptual understanding, problem-solving skills, study habits and interest.

2. Methodology
2.1 Research Design
The mixed method of research was used. Qualitative approach was utilized in the analysis
of students’ responses in their interviews and journals and the quantitative approach was done
through pre-experimental design, specifically, the one group pre-test post-test design. The pre-
test determined the baseline status of the students’ competencies in Grade 10 Geometry. The
developed lessons were employed as teaching tools referred to as treatment. Posttest was
administered to the students after the treatment to gauge the effect of the use of the Lessons in
their learning competencies.
2.2 Respondents
The respondents consist of a class of Grade 10 students of a Philippine National High
School for the school year 2018-2019. The school was purposively chosen because it is a good
representation of the diversity of Filipino secondary schools. Classes are heterogeneously
grouped so there is no issue as to the students’ academic performance. The class was chosen
using random selection. After the selection, the flipped classroom model was implemented and
afterwards, data gathered from the class were analyzed and interpreted.
2.3 Research Instrument
The main instrument used to determine the effect of the developed lessons on students’
conceptual understanding and problem-solving skills was a researcher-made pre-test –post-test.
The test was composed of 40 multiple choice items where 20 items is for conceptual
understanding and the other 20 is for problem solving skills. The test was evaluated by seven
validators to ensure validity, objectivity, practicability and utility. Its computed reliability
(KR20) is approximately 0.80. Furthermore, focus group discussion guides, interest inventory

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and journals were also made to gauge the effects of the lessons on the qualitative constructs of
the study.
2.4 Procedures
Prior to the conduct of the study, the researcher crafted a test covering all of the required
competencies on Grade 10 Geometry. The test was evaluated by seven experts to ensure content
validity. After the test items evaluation, the 60-item test was pilot tested to a Grade 11 class.
Difficulty and discrimination indices were also computed and revisions were made to come up to
the final form.
The developed lessons and videos used in the study were also critically scrutinized by
experts and refinements were made through their comments and suggestions. The key features of
the lesson were checked and the multimedia materials were assured to be appropriate, learner-
friendly and easy to understand. Permission to implement the study were sought, then pre-test
followed. After that, the students were exposed to the validated lessons for flipped classroom.
Post-test was given and focus group discussions were held. The resulting data were analyzed and
interpreted to come up with necessary recommendations.
2.5 Data Analysis
The data were examined by descriptive statistics, mean gains and paired t-tests. The
results of the pre-test and post-test, formative quizzes and other activities were classified
according to the mastery level set by the Department of Education (DepEd) presented in Table 1.
These were used to establish the effect of the lessons on the considered constructs of the study.

Table 1: DepEd Mastery Level Classification

Proficiency Level Mastery Level
92 and above Full Mastery
83-91 Near Full Mastery
75-82 Mastery
51-74 Near Mastery
25-50 Low Mastery

3. Results and Discussion

3.1 Developed Lessons in Grade 10 Mathematics for Use in a Flipped Classroom
There were ten (10) developed lessons in Grade 10 Mathematics for use in a Flipped
Classroom. These lessons covered the topics and competencies about circles and coordinate
geometry in Grade 10 Geometry. All of the topics were in accordance with the Curriculum Guide

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of the Department of Education. The lesson plans have three parts: learning objectives, learning
tasks and instructional procedure. The instructional procedures followed the flipped classroom
model which includes out-of-class and in-class learning activities. The out-of-class student
learning activities is where instruction is being transferred to through the use of instructional
videos, note-taking templates and practice sets which students’ work on at home. On the other
hand, the in-class learning activities include: motivation, activity proper, exercises and
evaluation where assimilation of knowledge and honing of higher-order thinking skills take
place. All of the developed lessons integrated the three key features which are: contextualized,
use of multimedia and use of peer instruction. These were validated by experts using criteria
employing a five-point Likert Scale. All the lessons for flipped classroom were rated excellent
which affirmed its appropriateness for use in learning the competencies in Grade 10 Geometry.
3.2 Performance of the Students in the Various Tasks In and Out of the Classroom
The performance of the students in the out-of-class activities garnered a Mean
Percentage Score (MPS) of 84.0 and an MPS of 87.1 in the in-class tasks. These are both found
to be in the near full mastery level. The performance of the students’ in-class gained better
results and this is probably because in-class time promotes activities that enables learners to
assimilate newly-learned concepts and apply them in real-life situations. Peer and teacher
support is also present so students can ask for help and clarification in case of misconceptions.
Moreover, both the teachers and the students pointed out positive change on how students deal
with and respond to the tasks given. Collaboration and initiative to take part were also evident.
Additionally, the availability of learning resources at home and support from more
knowledgeable others were discovered to be essential factors which can help improve student’s
performance in the out-of-class tasks.
3.3 Effects of the Lessons in Grade 10 Mathematics Using Flipped Classroom
3.3.1 Conceptual Understanding
Table 2 shows the effect of the developed lessons in Grade 10 Mathematics using Flipped
Classroom on the students’ conceptual understanding. The researcher used mean and percentage
to identify the students’ proficiency level as well as its corresponding interpretation and a paired
t-test to know if the changes in the results are significant.

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Table 2: Effect of the Developed Lessons in Grade 10 Mathematics using Flipped Classroom on
Students’ Conceptual Understanding
Mean Proficiency Level Gain
Competencies No. of PRE POST Mean PRE POST (%)
items Gain
% D % D
(1)deriving relations among chords, 3 1.03 1.54 0.51 34 LM 51 NM 17
arcs, central angles and inscribed
angles
(2)illustrating secants, tangents, 5 1.71 2.28 0.58 34 LM 46 LM 12
segments and sectors of a circle
(3)solving problems on circles 4 0.71 2.13 1.42 18 LM 53 NM 36
(4)solving problems involving distance 2 0.88 1.46 0.58 44 LM 73 NM 29
formula
(5)illustrating the center-radius form of 3 0.76 1.97 1.21 25 LM 66 NM 40
the equation of a circle and
(6)determining the center and radius of
a circle given its equation and vice
versa
(7) solving problems involving 3 0.85 2.05 1.20 28 LM 68 NM 40
geometric figures on the coordinate
plane
TOTAL 20 5.94 11.44 5.49 30 LM 57 NM 27
p-value 0.00
significance Highly Significant
Legend: FM-Full Mastery, NFM-Near Full Mastery, M-Mastery, NM- Near Mastery, LM-Low Mastery

As reflected in Table 2, the performance of Grade 10 students in the pre-test and post-test
increased in the mean gain as well as in the proficiency level of all the competencies for
geometry. From the pre-test mean of 5.94 and performance level of 30%, it increased into a
mean of 11.44 which is equivalent to 57%. The difference in the test results were analyzed and
the resulting p-value is about 0.00. This value clearly tells us that there has been a highly
significant change in the students’ conceptual understanding. This result is the same as the result
in the study of Kong (2014). In his study he found out that students taught in this way
significantly increased their domain of knowledge.
3.3.2 Problem-Solving Skills
Table 3 shows the effect of the developed lessons in Grade 10 Mathematics using Flipped
Classroom on the students’ problem-solving skills. The researcher used mean and percentage to
identify the students’ proficiency level as well as its corresponding interpretation and a paired t-
test to know if the changes in the results are significant.

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Table 3: Effect of the Developed Lessons in Grade 10 Mathematics using Flipped Classroom
on Students’ Problem Solving Skills
Mean Proficiency Level Gain
Competencies No. of PRE POST Mean PRE POST (%)
items Gain
% D % D
(1)deriving relations among 4 1.47 3.21 1.73 37 LM 80 M 43
chords, arcs, central angles
and inscribed angles
(2)illustrating secants, 4 1.03 1.69 0.66 26 LM 42 LM 17
tangents, segments and
sectors of a circle
(3)solving problems on circles 3 1.26 1.95 0.68 42 LM 65 NM 23
(4)solving problems involving 2 0.50 1.26 0.76 25 LM 63 NM 38
distance formula
(5)illustrating the center- 4 1.15 2.36 1.21 29 LM 59 NM 30
radius form of the equation of
a circle and (6)determining
the center and radius of a
circle given its equation and
vice versa
(7) solving problems 3 0.56 1.08 0.52 19 LM 36 LM 17
involving geometric figures
on the coordinate plane
TOTAL 20 5.97 11.54 5.57 30 LM 58 NM 28
p-value 0.00
significance Highly Significant
Legend: FM-Full Mastery, NFM-Near Full Mastery, M-Mastery, NM- Near Mastery, LM-Low Mastery

The results in the pre-test show that students have low mastery when it comes to problem
solving in the indicated competencies. The researcher inferred that this happened because the
topics as well as the problems are not familiar to them. However, the performance of Grade 10
students post-test increased in the mean gain as well as in the proficiency level of all the
competencies for geometry. From the pre-test mean of 5.97 and performance level of 30%, it
increased into a mean of 11.54 which is equivalent to 58%. The difference in the test results were
analyzed and the resulting p-value is about 0.00 which clearly tells that there has been a highly
significant change in the students’ conceptual understanding.
This result is substantiated by the responses of the students in the focus group discussion
when asked about the changes on how they were able to handle problem solving activities. A
student said that she can already solving activities and this is due to the learnings she gained
through watching the instructional videos. She also added that she goes to school equipped with
what she needs to answer problems because of the new learning approach used. It can be implied
that advance exposure to the topic and advance preparation helped a lot in uplifting the students’
confidence in facing problem solving activities.

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3.3.3 Study Habits

Through the use of the students’ journal entries and responses on the focus group
discussion, it was found out that there are changes in how students study. They confessed saying
that they learned to really prepare their assignments beforehand because it is a must in the next
day’s discussion. They also said that they learned to use their spare time in doing homework
rather than doing unnecessary things. They said that the lessons also enabled them to study not
only during or after classes rather, they learned to study before class, during and even after class
time. In terms of the study environment, it was revealed that most students are more comfortable
in learning and doing certain tasks in their own homes for they are in control of their own time
and they can do verification of their answers. The presence of more knowledgeable others while
doing homework is also a reason why students feel more comfortable doing certain tasks at
home. Furthermore, students said that they find traditional teaching style as boring and less
interesting. Giving them materials that they are familiar with and they can relate to, such as
videos which they can watch and play on devices they have, boosts the way they see learning
towards the subject. Confidence in their answers and works is also evident. According to a
student’s response, she is no longer unsure or hesitant about the correctness of her answer
because there is already a guide which can help her verify her answer. These shows that there is
a positive effect as to how the learning materials help students in studying.
3.3.4 Interest Towards Mathematics
The next table shows the overall effect of the use of the developed lessons in the
students’ interest towards mathematics. The researcher used mean, percentage to identify the
students’ proficiency level as well as its corresponding interpretation and p-value to identify the
level of significance.
It can be gleaned from the table that individually, there has been an increase in the five
aspects of interest. In summary, the overall mean in the results of the students’ interest inventory
rose from the pre-test mean of 3.30 to 3.78 in the post-test. From somehow interested, the
interpretation of the result in the post-test became interested. To know the significance of the
change in the values, paired t-test was done and the resulting p-value is 0.00. The difference in
the values was found to be highly significant. From something they view before as a not so
enjoyable class, it is now evident that the students see that they can also be happy in learning
math. This is probably because of the activities they do and the interactions they have in the
class. They are given time to play as a team as well as collaborate with their peers in concept

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building and in answering their exercises. The kind of materials given also affect how students
are motivated in learning and engaging in mathematics. Moreover, higher regard to the
importance of math and realization of its worth is also a good point to note.

Table 4: Interest Inventory Results Summary Statistics

Area of Interest PRE-TEST POST-TEST Mean
Mean Level of Mean Level of Gain
Interest Interest
1) Enjoyment in Math 3.24 SI 3.77 I 0.52
2) Motivation in Math 3.35 SI 3.81 I 0.49
3) Appreciation of the Importance of 3.53 I 4.05 I 0.54
Math
4) Positive Feelings Towards Math 3.08 SI 3.48 SI 0.40
5) Appeal of Math Activities 3.30 SI 3.71 I 0.41
Overall 3.30 SI 3.78 I 0.48
p-value 0.00
Significance Highly Significant
Legend: VI-Very Interested, SI-Somehow Interested NI-Not Interested
I-Interested, SLI- Slightly Interested

4. Conclusion and Recommendation

Based from the results and discussion of the study, it can be inferred that the developed
lessons for use in a flipped classroom, are valid and effective learning source. Furthermore, the
lessons have positive effect in enhancing Grade 10 Mathematics students’ conceptual
understanding, problem-solving skills and performance on different tasks. Its implementation
also resulted to a positive change on students’ study habits and an increase to the students’ level
of interest towards Mathematics. This study offers results that support previously conducted
studies by other researchers (Ramakrishnan, 2016; Kong, 2014; Day et al., 2006; Pierce et al.,
2012; Chen et al., 2017; Lemueco, 2017).
To further enhance students’ learning performance in Mathematics, curriculum planners
and administrators must promote the creation and use of lessons for flipped classrooms.
Seminars, workshops, and trainings on the use of flipped classroom should also be conducted to
enhance the knowledge of the teachers in terms of the procedures in integrating the approach as
well as to hone their technical knowledge on the use of the devices and instructional videos.
4.1 Research Limitations
The main concern of this study is to determine the effect of the developed lessons in
Grade 10 Mathematics students. This study limits itself to the use of flipped classroom model

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using downloaded pre-recorded videos. It is also limited to a certain locality. It further excludes
other topics than those least mastered Geometry topics purposively selected.
4.2 Scope of Future Research
Further studies may be conducted integrating flipped classroom in teaching other
subjects, disciples and levels using other research designs and methods such as quasi-
experimental design and others. Longer period of exposure to the teaching approach is also
encouraged to effectively observe its effects on the mathematical understanding and skills of the
students.

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