Development of Araling Panlipunan Competencies Among The Grade Ten Learners of Sayao National High School Using Flipped Classroom Approach

DEVELOPMENT OF ARALING PANLIPUNAN
COMPETENCIES AMONG THE GRADE TEN

LEARNERS OF SAYAO NATIONAL HIGH SCHOOL
USING FLIPPED CLASSROOM APPROACH
PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 222-240
Document ID: 2023PEMJ744
DOI: 10.5281/zenodo.7976101
Manuscript Accepted: 2023-26-5
Psych Educ, 2023, 9: 222-240, Document ID:2023 PEMJ744, doi:10.5281/zenodo.7976101, ISSN 2822-4353
Research Article
Development of Araling Panlipunan Competencies Among the Grade Ten Learners of

Sayao National High School Using Flipped Classroom Approach
Rose Fe W. Discar*, Annalyn J. Decena
For affiliations and correspondence, see the last page.
Abstract
This study aimed to determine whether the flipped classroom approach will enhance the competency
level of the grade 10 Araling Panlipunan learners in Sayao National High School on topics during the
fourth quarter of the School Year 2021-2022. Precisely, to determine which of the flipped classroom
approach and traditional method incorporating localization and contextualization strategies seem
effective in increasing the level of competency and academic performance of the learners, this
employed a pretest/post-test experimental design covering the participation of 20 learners exposed to
flipped classroom approach and 20 learners exposed to the traditional method. Data gathered by the
researcher were analyzed and interpreted using percentage, mean, and the T-test to evaluate the
frequency distribution and significant difference between the level of competency and academic
performance of the learners exposed to the flipped classroom approach and traditional method.
Findings revealed that the level of competency and academic performance of the Grade 10 Araling
Panlipunan learners exposed to flipped classroom approach is higher than those exposed to the
traditional method.
Keywords: araling panlipunan, flipped classroom approach, localization and contextualization,

learning competencies, academic performance
Introduction values strongly bind the Social Studies or Araling

Panlipunan curriculum. So, when the K-12 curricula
implemented the new curriculum on Araling
In the world setting, the Social Studies or Araling Panlipunan 10: Contemporary Issues instead of
Panlipunan curriculum discipline has historically been Economics. One of the main objectives of these
tasked by the Department of Education to teach actions of the national educational system is to teach
democratic people to engage in a complicated political responsible public spirit among learners.
environment that would continue the story of
democracy, freedom, and equality that defines the The new curriculum on Contemporary Issues has been
nation (McKnight & Chandler, 2009). geared towards cultivating the spirit of good
citizenship among learners through the appreciation of
In the Philippines, by Republic Act 10533, the local history and understanding of the values of unity
Department of Education (DepEd) implemented the K and tolerance among the different races, strengthening
to 12 curricula to holistically develop Filipinos with their identity as Filipinos and promoting responsible
21st-century skills. The educational system in the citizens and goodwill with other countries in the
Philippines has always been the main channel used to globalized world (DepEd Order No. 20, series of
create united and responsible citizens in the country. 2014).
Additionally, the construction of attitudes and values
of the learners was based on the Core Values, Vision, Furthermore, the goal of K to 12 Araling Panlipunan
and Mission of the Department of Education. in our country is to shape a citizen who is analytical,
Therefore, it must go hand in hand with developing creative, responsible, productive, nationalistic, and
their cognitive abilities and skills. humanistic with national and global awareness and
appreciation for historical and social issues (K-12
The learning competencies transformed the Core Curriculum Framework, 2016).
Values into statements of observable behavior.
Makabayan is one of the core values; an indicator of A graduate of the K-12 program should have
these observable behaviors is that the learners take possessed basic scientific, economic, and
pride in being a Filipino, enjoys the rights and technological literacy, which could point to a
responsibilities of a Filipino citizen, and exhibit strengthened responsible citizenship. In the Araling
appropriate behavior when participating in school, Panlipunan 10 learning competencies, the learners had
community, and national activities involved (DepEd an excellent role in social change. Araling
Order No. 8 series of 2015). These Makabayan core Panlipunan's 10 learning competencies emphasize the
Discar & Decena 222/240

Research Article
part of the citizen not only as an observer in a society develops the knowledge, skills, and values necessary
of society but also as an active participant in to understand historical and present-day connections
addressing the issue facing society. among diverse individuals and groups (Maine
Department of Education Regulation, 2007).
However, due to the Corona Virus Disease 19
(COVID-19) Pandemic, the educational system in the The expanded concept of citizenship has also
world was affected. Thus, DepEd supports the stance demonstrated the ability of individuals to address
of United Nations Educational Scientific and Cultural problems and to actively seek solutions by listening to
Organization (UNESCO) that the educational system’s the government and engaging in activities that help to
quality, access, and empowerment should not be address the issues facing the country.
sacrificed by the government in times of crisis, owing
to the global health crisis brought about by the The human rights of the individual do not only stop on
Pandemic (UNESCO, 2017). justifying his rights, but he also has to assert and
exercise these rights to reflect better their active
The Philippine Department of Education confirms its participation in dealing with issues and social
dedication to offering high-quality, easily accessible, challenges like participating in the elections, civil
sufficient, and liberating basic education services. It society, and participatory governance. Every citizen
will keep working to provide comprehensive education should have critical thinking, sound judgment, and
and 21st-century skills to Filipino learners. Despite the genuine acceptance of the responsibility of citizenship
obstacles posed by the epidemic, the Department of – to be active in participating in political and social
Education is ensuring that K–12 programs are activities, willing to uphold his rights, and participate
delivered effectively. Guided by the above principle, in every step to achieve actual change and
the department provides the Most Essential Learning development of his country (K-12 Araling Panlipunan
Competencies to the practitioners in the field, like Curriculum Framework, 2017).
educators, during the School Year 2021-2022. The
Most Essential Learning Competencies will allow the Now, the challenge is how to translate the goal of K to
Department of Education to focus education on the 12 Araling Panlipunan 10: Contemporary Issues
most relevant and vital skills our learners need to curriculum to the learners and how to promote
acquire as we anticipate learning delivery challenges. responsible citizenship and active civic participation
The primary goal of the Most Essential Learning among the learners today that we are facing an
Competency in the fourth quarter of Araling educational crisis due to the Pandemic. Furthermore,
Panlipunan 10: Mga Kontemporaryong Isyu is to help according to UNESCO (2020), more than 28 million
learners comprehend the value of citizenship and civic learners in the Philippines have been affected by the
engagement in creating a prosperous, peaceful, and virus outbreak. World Bank (2022) also reported that
cohesive society and country. These learning 90.9% of Filipino learners have learning in poverty,
competencies primarily seek to foster lifelong learning and 90.4% have learning deprivation in the country.
in learners by encouraging them to love their nation The above reports cause a decrease in the academic
and actively engage in civic participation while performance of the learners by the
demonstrating love and respect.
School Year 2020-2021 by 17% (Garcia et al., 2020).
Learning competencies in Araling Panlipunan allow Experts estimated that the whole School Year when
learners to cultivate a more profound love for their learners could not go to school significantly impacted
nation, fellow citizens, God, and the environment. The the educational system, primarily on the learning
Araling Panlipunan 10 Contemporary Issues where learners could lag in their knowledge. The
curriculum is the primary foundation for these problem in this modern era, learners are found by the
competencies in our nation's educational system. experts lacking in their spirit of responsible citizenship
However, it is one of the most crucial and difficult and active civic participation. There was an alarming
talents to impart to learners today. According to Lee loss of etiquette and values.
(2002), education has always been perceived by
DepEd as the core determinant factor in creating In the school year 2020-2021, the Division of
national unity and initiating loyalty among the Marinduque in MIMAROPA concluded that the
multiracial citizens of the country. The learning quality of education affected the learners' academic
competencies in Araling Panlipunan 10 seek to create performance through the mean percentage scores
informed, accountable, and global-minded citizens (MPS) in every quarter. Furthermore, the Division
who feel national identity. Araling Panlipunan Performance Profile in Araling Panlipunan shows that

Research Article
results fall under the beginning proficiency level Localization and contextualization have a positive
described by the National Education Testing Research effect on the teaching and learning process. In fact,
Center (NETRC), showing an alarming call to the localization and contextualization were some of the
learning area in Araling Panlipunan. standard features of the K-12 Araling Panlipunan
curriculum. Lessons in Araling Panlipunan can be
Furthermore, the result of the Index of Mastery of the localized and contextualized. The flipped classroom,
students in the fourth quarter of School Year localization, and contextualization uphold the idea that
2020-2021 in Araling Panlipunan 10 shows that the teaching should be adaptable, creative, relevant, and
objective of developing responsible citizenship and meaningful to meet the requirements of both learners
active civic participation had the lowest proficiency and teachers. Teachers should be adaptive and
level, falling under Developing. In addition, the result innovative to develop 21st-century learners
of the index of mastery in developing responsible holistically. Localization and contextualization
citizenship and civic active involvement got the lowest approaches are a challenging partner to our flipped
proficiency levels in the learners’ attainment. classroom approach in improving the level of
competency of the learners in Araling Panlipunan
It is true that teaching Araling Panlipunan traditionally after the outbreak of the Pandemic.
magnetizes fewer learners than other subjects. Fielding
(2005) asserts that the Araling Panlipunan emphasis In connection with this, the study was conducted to
on memorization of extensive amounts of historical determine whether the flipped classroom approach will
information is typical in traditional history and social enhance the competency level of the grade 10 Araling
studies school curricula, making these less appealing Panlipunan learners in Sayao National High School on
to learners. The burden of lifting the poor performance topics during the fourth quarter. This study employed
of learners must not be shouldered by the learners an experimental method of research wherein the
alone. researcher formulated lessons for Araling Panlipunan
10 using flipped classroom approach for the
In an analysis of the poor performance of Filipino experimental group and a traditional way of
learners today, many researchers and educators integrating localization and contextualization in the
continuously conduct studies on how to improve control group.
teaching approaches and strategies. Adling (2021)
concluded that the Pandemic opens a new setup in our Research Questions
educational system. Educational institutions modify
the learning environment, and one of these This study aims to determine whether the flipped
environments is the blended learning environment. classroom approach will enhance the competency level
of the grade 10 Araling Panlipunan learners in Sayao
Horn et al. (2011) defined blended learning as a National High School on topics during the fourth
combination of face-to-face and an online/offline quarter. Specifically, this sought answers to the
learning environment that utilizes both strengths. following problems:
There are different kinds of blended learning. The
flipped classroom is one such blended learning 1. What is the level of competency of the grade 10
environment. learners exposed to the flipped classroom approach
and traditional approach before the experiment based
Flipped classroom focuses on applying the theory of on the results of:
knowledge during class time with the full use of 1.1. Pretest; an
technology outside the class. Flipped Classroom is 1.2. Third Quarter Average Grades?
convenient for teachers to make more time for 2. What is the competency level of the grade 10
practical learning inside the Classroom under the learners after the experiment employed flipped
revised taxonomy of the cognitive domain of Bloom. classroom approach and traditional approach based on
Flipped Classroom does not always mean it is suitable the results of:
for your learners. Flipped classroom approach was not 2.1. Post-test; and
yet known to be applied in Social Studies or Araling 2.2. Fourth Quarter Average Grades?
Panlipunan subjects. 3. Is there a significant difference in the level of
competency of the learners exposed to flipped
On the other hand, localization and contextualization classroom approach and traditional approach based on
were the common incorporations of every traditional the results of:
Classroom setup in teaching Araling Panlipunan. 3.1. Post-test; and

Research Article
3.2. Fourth Quarter Average Grades? and capacities. Competencies frequently describe
specific knowledge and functional abilities that enable
someone to successfully carry out particular tasks in a
Literature Review work or educational setting. According to the Most
Essential Learning Competencies Guidelines (2020),
desirable learning competencies as those that may
Learning Competencies in Araling Panlipunan 10:
enrich education but may not be necessary for
Mga Kontemporaryong Isyu
developing foundational skills. On the other hand,
essential learning competencies were defined as a
According to Llego (2020), as stated by UNESCO
means of preparing learners for succeeding grade
(2020) report, the current global health crisis caused
levels and, ultimately, lifelong learning. Essential
by the pandemic is having a profound impact on basic
learning competencies are those that are regarded as
education, as about 87% of the international learners’
indispensable by the learners.
body or about 1.5 billion learners are affected by the
closure of schools (UNESCO, 2020). As distance and The core objective of Araling Panlipunan 10 learning
remote learning programs are temporarily
competency, to foster lifelong learning, is upheld by
implemented in many places, the most marginalized,
the Most Essential Learning Competencies. The
poor, and vulnerable children are expected to be
disadvantaged. following are the fourth quarter Araling Panlipunan
10: Mga Kontemporaryong Isyu's Most Essential
The Department of Education shares UNESCO's belief Learning Competencies a) Naipaliliwanag ang
that educational quality, access, and system kahalagahan ng aktibong pagmamamayan
strengthening should not be compromised in times of (AP10PKK-IVa- 1), b) Nasusuri ang kahalagahan ng
crisis (UNESCO, 2017) and that the reverse will have pagsusulong at pangangalaga sa karapatang pantao
a negative impact on human capital. The Department sa pagtugon sa mga isyu at hamong panlipunan
of Education reaffirms its commitment to providing (AP10MKP-IVe-5), c) Natatalakay ang mga epekto ng
relevant, quality, accessible, and liberating Philippine aktibong pakikilahok ng mamamayan sa mga gawaing
basic education services. It will continue to strive to
pansibiko sa kabuhayan, politika, at lipunan
educate holistic Filipino learners with 21st-century
(AP10PNP-IVg-7), and d) Napahahalagahan ang
skills. Consistent with the preceding assumption, for
papel ng mamamayan sa pagkakaron ng isang
the 2021–2022 school year, the Department of
Education is releasing the Most Essential Learning mabuting pamahalaan.
Competencies for use by educators in basic education
nationwide. The overall goal of the learning competencies for the
fourth quarter of Araling Panlipunan 10: Mga
Providing the Essential Learning Competencies is not Kontemporaryong Isyu is to help learners comprehend
only a response to the challenges of the current the value of responsible citizenship and involvement in
Pandemic but also part of the long-term response of creating a prosperous, peaceful, and cohesive society
departments to the development of resilient education and country.
systems, especially in crisis. Therefore, in certain
circumstances, it can be used to ensure continuity of In this modern time, learners were found to be lacking
education across the curriculum dimension. As we in their spirit of responsible citizenship and active
prepare for the difficulties of learning delivery, the participation in civic activities due to some factors. As
Most Essential Competencies for Learning initiative Awang (2017) explained, the education system in
enables the Department of Education to concentrate countries that were being formed faced the crucial
instruction on the most crucial and necessary abilities challenge of developing national pride among the
that our learners need to acquire. Unleashing the Most younger generation. Awang (2017) further clarifies
Basic Learning Skills does not lower the standards set that the creation of a nation depends on the foundation
in the comprehensive K-12 teacher manuals but of a sense of loyalty and national pride among the
instead serves as a complete guide for teachers in citizens. Baildon et al. (2009) described Araling
meeting learner learning needs while ensuring that Panlipunan learners as the reflection of the
educational standards are met and met become. government's vision to produce citizens who are both
nationalistic and prepared to join a globally
According to Abouchacra (2021) learning competitive workforce.
competencies are a general term that refers to the
application of desirable information, skills, behaviors, While the Department of Education attempts to instill

Research Article
the values needed to keep the citizens rooted (love for Classroom.
country, respect for the national culture and rights of
fellow human beings, fulfillment of duties), there is Dunn (2014) describes the flipped classroom as a
likewise the goal of forming citizens with a global pedagogical strategy in which direct instruction is
outlook and able to adapt to environments outside moved from the group learning environment to the
national borders. unique learning environment. The resulting group
learning environment is turned into an engaging,
Maca and Morris (2012) clarify that the attempts of the dynamic classroom environment where the teacher
Department of Education to instill national pride and supports learners as they apply concepts and actively
good citizenship are an effort to keep young people engage in the course material. In the flipped classroom
grounded in crucial values central to the building lectures that were being done inside the classroom,
blocks of affiliation and participation – a sense of was made at home then class hours were solely
respect for Philippine cultural forms. dedicated to interactive classroom activities.
Philippine education aims for social development In a flipped Classroom, the order of the lecture and
rather than as a tool for national development. Araling homework has been converted. Szparagowski (2014)
Panlipunan is being lauded for its focus on human described the flipped Classroom where the practiced
rights, respect for the environment, and developing problems usually completed at home are worked on in
skills that will have currency in the global economy. the school, and the direct instruction is often provided
Lee (2004) describes that the educational system of during class is offered as homework in the form of
most countries anchored the development of video lectures, reading assignments, or another way.
responsible citizenship among its citizen on the Social Szparagowski said that in a flipped classroom, learners
work alone and have flexible hours to spend in front of
Studies curriculum.
a computer.
A study by Egorova (2015) concluded that school and
Videos and flipped classrooms do not take the role of
family play a vital role in the development of sincere
instructors or teachers. An effective flipped classroom
feelings in learners; therefore Nair et al. (2017)
is one in which group projects, conversations, issues,
suggested that teachers should employ the right
and in-class activities take the place of the time that
strategies and use effective teaching materials to
would generally be spent lecturing. Learners who
improve interest and understanding of the Araling
receive direct instruction as homework may receive it
Panlipunan learners, which will also help enhance in a video, article, book, PowerPoint presentations,
their level of competency. handout, or a mix of these.
Flipped Classroom Therefore, the flipped classroom has been used by any
instructor who has assigned readings or required that
As described by Lage et al. (2000), the flipped or learners watch videos before class to stimulate
inverted classroom is a specific type of blended- discussion or activities. Additionally, Ursua (2019)
learning classroom because it can utilize technology, clarified that flipped classroom does not always do an
such as video lessons and other forms of multimedia, online interaction, so teachers can also craft or pre-
to move lectures outside the classroom as a take-home record video lessons, presentations of the task and
assignment. Bishop and Verleger (2013) concluded discussions, or text about the topic and distribute these
that learners and teachers have time for active learning to the learners as a take-home assignment, class
in the flipped or inverted classroom. discussion, therefore focusses on evaluating, applying,
assessing and creating the theory of knowledge and
Furthermore, Ursua (2019) clarifies that choosing skills making it convenient for practical learning inside
between the different kinds of blended learning the classroom under the revised taxonomy of Bloom.
depends on the overall target outcomes of the class
stated on the learning objectives and Most Essential Pioneers in flipped learning, Bergmann et al. (2012)
Learning Competencies being developed by the noted that flipped learning is not a synonym for online
Department of Education. Although the flipped videos. Hence, meaningful learning in a flipped
classroom has existed for a while in various formats, it classroom occurs because of the efficient use of the
was made more well-known and established as a extra class time and strategies for transforming the
model by Jonathan Bergmann and Aaron Sams. The revised taxonomy of Bloom for learning, teaching, and
flipped classroom model aims to reform age-old assessing. The four pillars of a flipped classroom are a
teaching methods to engage active participation in the flexible setting, a learning culture, intentional content,

Research Article
and a professional instructor. recorded video lessons, or watch presentations

independently. Then, in class, learners apply this
Learners can move at their own pace, homework in knowledge to higher-order cognitive learning
class provides teachers with better insight into learner exercises, which, according to proponents of the
struggles and learning preferences, the teachers can flipped classroom approach, yield better learning
more easily customize and update the curriculum and results than the conventional method.
offer it to learners 24/7, classroom time being used
more creatively and effectively, and teachers using the The study of Gayeta (2017) proved that change for the
method report higher levels of learner achievement, better in theoretical types was being determined by the
according to Kathleen Fulton (2012), are the learners exposed to a flipped classroom than a
advantages of the flipped classroom. Flipped traditional classroom. Furthermore, according to her
classroom approach is being caught up with educators study learners exposed to the flipped classroom
and researchers in the local scenes. approach strongly agree that flipped classroom
instruction helped them develop a positive attitude
Salazar (2016) claimed that faculty and teachers today toward learning in Araling Panlipunan. Congruent
work hard to meet the limited time for class with the claim of Anderson et al. is Gayeta's
discussion, and learners were having difficulty recommendation of using flipped classroom
submitting their requirements. Salazar added that the instruction in all disciplines and venues because it has
proposed system of integrating information and a positive effect on the learners' learning.
educational technology was a timely necessity to help
both teachers and learners with their academic But in contrast to Gayeta's recommendation, EdTech
dilemmas. Gabionza (2016) describes 21st-century Guro Runner (2013) argued that Filipino learners and
teachers as extensively using educational technology even teachers were unprepared and needed sufficient
in the teaching and learning process. Bendal (2016) time to be ready for a flipped learning environment. In
also claimed that blending technology in lectures helps addition to the appeal of EdTech Guro Runner, the
learners increase academic achievement and develop studies of Sappington et al. (2002) and Zappe et al.
good study habits by creating knowledge on their own (2009) claimed that learners preferred live, in-person
using the Just-in-Time (JiT) Flipped classroom lectures to video lectures. Their study also concluded
approach. Just-in-Time Flipped Classroom approach is that learners liked shorter videos rather than longer
an approach where typical class discussion is given ones.
homework in the form of video lessons. At the same
time, in-class instruction focuses on developing But Deslauriers et al. (2011) defended the
higher-order thinking skills. recommendation of Gayeta of using flipped classroom
instruction in all disciplines and venues because, in
Furthermore, Aguinaldo (2013) claimed that this their study, it showed that reversing the classroom
learning could be implemented successfully using the improves learning efficiency and produces outcomes
right blend of online/offline learning and face-to-face superior to traditional instructional techniques.
learning following the Bricolage approach model, even
in far-flung areas. As a proof of the recommendation of Gayeta, the
research by Mazur (2009), for instance, demonstrated
Flipped Classroom and Traditional Classroom and proved how several elements of the flipped
Instruction classroom, such as studying before the lecture, peer
education, and active learning, increased the test
Education literature in different parts of the world performance of the learners in physics. Moreover, the
suggests a flipped classroom and other pedagogies that study of Camay (2022) claimed that hybrid learning,
support active learning might benefit learners more such as flipped classrooms, increases the academic
than a traditional lecture-in- class model (Bergman et performance and learning gains of mathematics
al., 2012 & Fulton, 2012). Anderson et al. (2005) learners. Likewise, the study of Adling (2021) in
added that learners in a flipped class perform the flexible blended learning in English gained positive
lower-order, more manageable functions from the results in the learners' performance. Moravec et al.
revised taxonomy of Bloom outside of the school and (2010) provided similar evidence in their study of the
the higher- order, more complex tasks in the school, flipped classroom approach in introductory biology
with instructor and peer support. classes. The study of Lage et al. (2000) in Economics
has the same positive result of increasing the academic
In a flipped classroom, learners read, listen to pre- performance of the learners using a flipped classroom

Research Article
approach. recommended the implementation of flipped

classroom approach in any learning area.
Flipping the classroom was theoretically attractive to
educators across disciplinary boundaries and among In some local studies, it is being seen very positive
levels within disciplines because it created an results where learning performance increases, and the
environment emphasizing goal-directed practice and positive attitudes of the learners and adoption of this
feedback, which tie directly to improving learning instruction model are high (Ursua, 2019; Segumpan et
outcomes (Bergmann & Sams, 2012). al., 2018).
Bormann (2014) supports the claim of Bergmann and According to Sams and Bergmann (2012) flipped
Sams; in their study, it is shown that flipped classroom instruction is used throughout many subject
classrooms produce an engaging environment for areas, not just in chemistry and mathematics classes.
learners that can lead to higher achievement and better Thus, Zainuddin et al. recommended that legislators
preparedness for 21st-century learning and work may adopt the flipped classroom as a modern
environments for the teachers. The flipped classroom paradigm for teaching- learning activities for K–12
approach also involved a transformation of the role of learners and those in higher education.
the teacher. The teacher was referred to as the sage on
the stage in a typical classroom, presenting knowledge Application of Revised Taxonomy of Cognitive
in exciting ways in the hopes that learners would pay Domain of Bloom in a Flipped Classroom
attention and retain the material (Bergmann,
Overmyer, & Wilie, 2012). The concept of the teacher In a flipped classroom, the revised Bloom's taxonomy
as a sage on stage was abandoned in favor of flipping of the cognitive domain was used. There are six
the classroom, which positioned the instructor as a learning levels offered by the taxonomy. From the
guide who collaborates with the learners to help them most basic level to the most complex level, the
through their unique learning experiences. explanation was presented.
However, Adling (2021) stressed the necessity for 1. Remembering. In this level, the learners attempt to
teachers to provide ongoing assistance to fulfill the recognize and recall the information are given, retrieve
requirements of the most vulnerable learners who pertinent information from long-term memory, and
cannot adapt fully to the new educational system, like
comprehend the fundamental ideas and principles of
the flipped classroom.
the material they have learned throughout this stage.
2. Understanding. To evaluate the data and encapsulate
The application of flipped learning has changed the
what they have learned, the learners demonstrate their
culture of knowledge and understanding of the learners
understanding and create their knowledge.
from one that is lecturer-centered to one that is learner-
centered, with more class activities being the 3. Applying. The learners put what they had learned
responsibility of the learners, according to the study of into practice or applied it fresh to the same problem.
Zainuddin et al. (2016) on flipped classroom research 4. Analyzing. After engaging in critical thinking or a
and trends from various fields of study. debate during group activities, the learners come away
with new information and concepts. The learners at
Due to the constrained lecture time allotment for each this level of learning also exhibit creative thinking.
subject, learners have difficulty managing their time.
With a flipped classroom, learners have more The learners analyze their classmates' comments, use
opportunities to practice the given materials with peers critical thinking to develop a solution, engage in civil
outside of school time. Hung (2015) found that, discussion, and write a summary. The learners
compared to non-flip lessons, structured and semi- generate new ideas after engaging in debates or critical
structured flip lessons were more effective thinking during group exercises. Learners at this
instructional methods. academic level also demonstrate innovative thinking.
Additionally, Strayer’s research from 2007 revealed 5. Evaluating. At this point, learners are evaluating all
that learners using the flipped classroom method of the learning concepts. Based on evaluation or
appreciated it and had a better level of originality (able established peer-review information, learners may
to find original and creative solutions to challenges) assess or make judgments about how much they have
and cooperation (knowledge of collaborating with learned.
others to solve problems and develop ideas), than 6. Creating. The learners build, develop, and create
learners in a traditional classroom. Strayer something new using what they have learned.

Research Article
According to Krathwohl and Anderson (2010), activities.

practicing remembering and understanding, the two
lowest levels of the cognitive domain, occurred outside Flipped Classroom Approach in a Social Studies
of class time. The attention of the learners in class was Instruction
on higher-order cognitive tasks, including applying,
analyzing, evaluating, and creating. As all disciplines integrated educational technology in
teaching, integrating educational technologies in
In the flipped classroom, recorded video lessons are Social Studies is not constantly increasing, according
used to introduce the lower levels before class. to Lee and Friedman (2009). They added that Social
Studies teachers tend to teach in a traditional method.
Readings, simulations, and other resources are also
used to provide this essential learning support, freeing But Gabionza (2016) claimed that most new teachers
up class time to concentrate on more advanced extensively used educational technology that improved
knowledge, from application to evaluation. their teaching-learning process. And some of these
teachers were Social Studies majors. Social Studies
According to Lankford (2013), the flipped classroom teachers incorporate educational technology in their
focuses on how to help learners advance in the classes, making it interactive learning.
taxonomy domain. Learners in flipped classrooms
progress from the most basic level, memorizing, to the The benefits of the flipped classroom model in
most advanced level (creating). learning have been claimed in many recent studies
worldwide. These advantages are often attributed to
Nederveld and Berge (2015) further highlighted that in the classroom time used effectively for active learning
flipped learning, classroom activities focus on by learners. Although there are several relevant studies
application and higher-level education rather than on deploying the flipped classroom model in Science,
hearing lectures and performing other lower-level Technology, Engineering, and Mathematics subjects,
thinking tasks. Flipping the classroom gave the there are very few works studying flipped classroom
learners additional time to support higher-level models in Social Studies.
learning activities, like group discussions. In contrast,
lower-level tasks, like knowledge and understanding, The study of Aidinopoulou et al. (2017) revealed that
were carried out alone outside of class. flipped classroom approach engages learner-centered
activities in Social Studies Classroom. This resulted in
Additionally, the flipped classroom model of teaching a better learning outcome in terms of demonstrating
and learning in secondary schools encouraged active critical higher thinking skills. This initial research
participation from learners and allowed them to learn provided encouraging evidence for the potential
at their own pace. It gave teachers more time to benefits of the Flipped Classroom model in Social
connect with and evaluate the learning of the learners Studies subjects in high school.
and gave learners more control and responsibility over
their knowledge, and it freed up actual time for more Likewise, the study of Roehl et al. (2013) revealed that
productive, creative, and active learning activities. flipped classroom approach provided an opportunity to
(Gilboy, Heinrichs and Pazzaglia, 2015). address technology infused-learning environments and
educational institutions toward powerful learning
Finally, the more intense the material taught, the more outcomes in Social Studies.
likely it will be retained. A learning experience that is
sharp, clear, vivid, dramatic, or thrilling teaches more Salazar (2016) added that flipped classroom approach
than one that is mundane or uninteresting. According will address the problem of the teacher in planning
to intensity, a learner will gain more knowledge from their limited time to discuss the topic alone. On the
the real thing than from a copy. So, performing contrary, Scheuerell (2015) described that over the
projects rather than reading about them help learners past decade, many Social Studies teachers are reported
grasp understanding better. Araling Panlipunan 10 being hesitant to adopt digital technologies into their
will be an exciting area to be involved in because real- classrooms and still rely on the textbook and their
world applications that incorporate skills and tasks that lectures for teaching. Surveys showed that some social
learners can learn will leave a lasting impression on science teachers were skeptical about the effectiveness
them. Therefore, the teacher can convert traditional of the technology. At the same time, others raised
lectures into video lessons, and the learners can listen worries about the time required to develop new
to them wherever they are outside of class by using the activities and materials and the technological
flipped classroom method in teaching and learning proficiency they needed to gain, according to

Research Article
Townsend (2010). Giannakos et al. (2014) added that that a flipped classroom approach helped learners
flipped classroom approach has a high initial cost in increase their understanding of concepts and other
terms of preparation time and development of the related skills. A study by Snyder et al. (2014) on Cast
inverted materials. from the Past: Using Screencasting in the Social
Studies Classroom also stated that video lessons in
Finally, the study by David (2019) shows that teachers social studies increased learner engagement, value
were untrained in blending and flipping their classes. inculcation, and technological skills.
So, Goodwin (2016) suggested that social studies
educators can nurture the internal focus of the learners Bendal (2016) also confirmed that just-in-time flipped
by creating safe, secure, predictable learning classrooms were more effective in enhancing the
environments. In doing so, teachers may be able to performance and achievement of the learners,
help learners flip the script and develop new beliefs including the development of their learning attitudes.
through blended learning in a flipped classroom Contrary to the above studies by Cruz, Snyder et al.,
approach. and Bendal, Gaikwad (2012) found that flipping the
classroom had no significant improvement in aspects
The study of Sams and Bergmann (2012) showed that of the learners. Gaikwad described that learners
flipped classroom instruction also brings positive appreciated the ownership and autonomy in learning
results in Social Studies classes. Gaughan (2014) and found the follow- up to knowledge (in the school)
added that Social Studies subject that uses the flipped more meaningful as they received support from peers
classroom model must emphasize cultivating 21st- and the teacher.
century skills.
Maximo (2014) confirmed the study of Gaikwad and
Other than that, Esperanza (2019) affirmed that flipped pointed out that internet speed, cost, and gadgets are
classrooms benefited his learners in achieving high also things to consider when planning a flipped
performance. Thus, Esperanza encouraged educators classroom. Furthermore, the study of Cagande et al.
to become content creators to produce content in (2018) proved the study of Gaikwad; in their research,
Social Studies and advocate using technology in it was found that flipped classrooms do not affect the
teaching. learners' motivation. According to the survey by
Danker (2015), another issue with education, in
Likewise, Velasquez (2015) suggests that teachers
general, is when a learner neglects to complete the
must undergo training on developing e- materials to
assigned homework, in this example, watching the
ensure quality teaching for effective flipped classroom
video lectures or reading the material before class.
pedagogy. But in many cases, Bergmann and Sams
(2012) suggest that teachers can also download videos,
Hawks (2014) went on to say that for a flipped class to
articles, or presentations and utilize them in the flipped
be successful, learners must be prepared to be
classroom, as long as these learning materials are
accountable for their learning. The flipped classroom
aligned with the topic and learning objectives of the
emphasizes the teacher as a guide on the side rather
day.
than the sage on the stage. It offers a situation where
students receive individualized attention while still
The study by Segumpan and Tan (2018) shows that
being held accountable for their conduct and academic
flipped classrooms improved the academic
success. Learners who are unable to watch or read the
performance of the learners and inculcated values
material before class might not be able to participate in
while learning. The same goes with the study of
the activities, and application tasks. According to
Bawang (2017) that reflected learners’ performance
and positive effects on the understanding of concepts, Kachka (2012), teachers can monitor the information
attitudes, engagement, and perceptions of the learners gained by checking assignments in the early part of the
in a flipped classroom environment. session and modify the class activities for unprepared
learners to ensure more compliance. These objectives
The study of Robles (2012) found that the performance will be met by making the unprepared learners read the
and values of the experimental group who underwent assigned readings or watch the video lectures during
flipped classroom learning approach improved class (the preparatory work that is required to be able
significantly better than the control group. to proceed to the application tasks). The unprepared
learners who miss out on some of the early class
Additionally, research by Cruz (2018) on enhancing discussion can join the course once the readings or
21st century skills and learner’s achievement in video lessons have been watched. In contrast, the rest
science using a flipped classroom approach revealed of the class enhances their understanding through

Research Article
additional activities. Pink (2010) concluded that the teachers are present to
assist the learners in the flip classroom model, and the
Nevertheless, Abadines (2012) defended flipped learners can also help one another. According to
classrooms and their undeniable benefits. They Tucker (2012), as they flipped their classrooms,
claimed that this is the only way the future to embrace learners used online resources primarily to review and
the future of education, which is to “flip it.” Ursua reinforce what they had learned in class at home. The
(2019) added that the application of flipped classroom classroom then served as a space for progressive ideas,
approach helped learners and enhanced their problem- problem-solving, and group projects.
solving skills and performance.
On the contrary, it has also been seen that learners
Additionally, the study by Zainuddin et al. (2016) disliked video lessons as assignments and claimed that
demonstrated that the practice of flipped learning has recorded lectures/lessons are not appropriate for more
several sound effects on learner achievement, complicated topics, as Strayer (2012) and Gannod et
motivation, engagement, and interaction. The research al. (2008) added.
by Huang & Chiu (2015) further demonstrated that the
flipped classroom model has successfully assisted Additionally, Chen et al. (2014) noted that because of
learners' learning successes for various reasons. the novel methodology, many learners had trouble
adjusting to the flipped classroom. Most learners also
The same goes with the result of the studies of Enfield remarked how time- consuming it is to watch the video
(2013), Galway et al. (2014), and Baepler et al. (2014). lesson outside of class and how strenuous the school
Because they could get ready for class discussions and activity is. In addition to providing learners with
activities before they arrived at school, learners challenges, flipping the classroom presented particular
statistically enhanced their learning and mastery of the difficulties for teachers. To ensure that learners were
subject in a post- test. Thus, perceptions of the learners inspired to attend the lecture before class, teachers
of the learning environment were improved as well. spent extra time creating engaging content. Milman
Furthermore, the findings showed that technology was (2012) observed that while using flipped classrooms,
effective and scalable in a flipped classroom. poor video quality frequently became a concern.
Along with learner achievement or effective learning, Enfield (2013) also emphasized that if the video
the motivation of the learners was also crucial in the lesson's appearance and content are unattractive and
implementation of the flipped classroom. The analysis boring, learners will find it dull to view outside of
of McLaughlin et al. (2013), Davies et al. (2013), and class. Finally, Koçoğlu (2017) reported that there were
Galway et al. (2014) research revealed that flipped adverse effects of incorporating social networking sites
classrooms enhanced learner empowerment, skill in learning environments of a flipped classroom on the
development, and independence by allowing them to proficiency level of the Social Studies learners and
go at their own pace. Furthermore, these studies their attitudes toward classes.
demonstrated that implementing the flipped classroom
had a positive effect on learners' motivation for But Tomas et al. (2015) defended flipped classrooms.
learning activities. The researchers mentioned above According to the study by Tomas et al., flipped
also highlighted that learners desired to suggest the classroom learners reported a high engagement with
flipped classroom to their peers. the videos and believed that flipped classroom
approach supported their learning in Social Studies.
Learners in Social Studies classes could work The survey of Chua and Lateef (2014) on the
independently, according to McGivney- Burelle and viewpoints in Asian Universities on flipped classrooms
Xue (2013). The flipped classroom approach creates proved that the flipped classroom, although a relatively
learning environments that are likely to meet learners' new model of practice in Asia, appears to be gaining
demands for competence, autonomy, and relatedness, momentum and is well-received. These findings not
hence motivating them more. only fuel the necessity for more resources being
channeled into furthering the potential of the flipped
Many instructors are taking note of the Flipped Classroom in Asia, but they can also be of exceptional
Classroom philosophy to transition from the lecture value to schools with a solid international culture
model to an instructional design, according to Ramsey worldwide.
Musallam (2013). An instructional strategy that uses
technology and interactive pedagogy to enable the In contrast to the study of Tomas et al. (2015) and
teacher to work with the students on their assigned Chua et al. (2014), the study of Nawi et al. (2015) on
assignments during class. the application of flipped classroom approach in Social

Research Article
Studies revealed that it was not necessary to apply The research design used in this study was
flipped classroom approach for every lesson. experimental, a Pretest – Post-test Experimental
Smallhorn (2017) added that flipped classrooms had Design. This experimental research is a study in which
no measurable increase in learner academic an intervention is deliberately introduced to observe its
achievement. effects (Shadish et al., 2002). This was conducted with
a scientific approach, where a set of variables were
However, Chen et al. (2014) affirmed that because of being measured as the subject of the experiment. The
the flipped classroom method, learners were happy groups in this experiment were kept under observation
with the class meeting, their attendance improved, and for the whole quarter after flipped classroom
they had possibilities for active learning instead of instruction. The traditional instruction incorporated
sitting through long lectures. Learners actively localization and contextualization with relevance to the
participated in class discussions, and McLaughlin et al. topics in the fourth quarter and was considered for
(2014) noted that they had confidence in their capacity cause and effect of the learners' competency level.
to put the knowledge they had learned to use.
This experimental research used the mentioned
Additionally, McGivney-Burelle and Xue (2013) approach for eight weeks of validated daily lesson
indicated that learners enjoyed having the teacher plans. This study used mixed qualitative and
available in class to help them while they worked on quantitative methods of analysis. The qualitative part
problems. Aydın et al., as narrated by Koçoğlu et al. of the study gives interpretations to the data gathered.
(2017), reported that teaching local history in Social In contrast, the quantitative part serves as a medium
that proves the statistical problem of the study, in
Studies classes using information technologies gave
which variance analysis can give credit to an optimum
more efficient and qualified results.
finding. Group Pretest/Post-test Experimental Design
Finally, Bergmann et al. (2012) concluded that the made used in this study because sets of participants are
flipped classroom was most beneficial when learners being measured on a dependent variable of interest,
worked on applying the Social Studies concept, where exposed to treatment and intervention of flipped
classroom approach and traditional lecture instruction
they learned to analyze and evaluate given scenarios.
incorporating local stories (localization and
Studies also revealed a significant improvement in the
contextualization), and then measured again to
learner’s academic achievement through interactive
determine the change or significant difference between
classroom activities that developed learners’ more
the initial (pre) and second (post) measurement
profound understanding of the concept of Social
between the controlled group and experimental group.
Studies.
Participants
The study of Roach (2014) on learner perceptions
toward flipped learning in Social Studies proved that The selection of samples used in this study was
by implementing a flipped design, more time was purposive sampling. There are 75 grade 10 learners
allocated to active-learning techniques inside the class. enrolled during the School Year 2021-2022.
Aside from that, by engaging learners with a media Nevertheless, there are only 69 learners who chose
type, the learners have a better understanding of the face-to-face classes as a modality during the fourth
material before coming to class. Thus, deeper learning quarter of the mentioned School Year, which served as
can occur in a short period. the population based on data collected through the
DepEd Enrollment Survey Form and Waiver filled up
The study by Chiang et al. (2017) added that it by the learners and signed by the parents upon
effectively brings out learners’ initiative and improves confirmation. Moreover, the respondents of this study
their learning satisfaction and empirical abilities. So, were the forty (40) Grade 10 learners of Sayao
its proponents, Bergmann et al. (2012), encouraged the National High School purposively chosen and divided
use of flipped classrooms in any learning area to to create a fair distribution of level of proficiency and
challenge its effectiveness; thus, this study was academic performance in Araling Panlipunan as
employed to assess if flipped classroom approach can experimental and control group. The availability of
address the lagging learning in Araling Panlipunan 10: technological gadgets and devices for the experimental
Kontemporaryong Isyu. group was considered. Group A (the controlled group)
was composed of 20 learners (eight males and 12
females). In comparison, Group B (the experimental
Methodology group) was composed of twenty learners (eleven males

Research Article
and nine females) ages thirteen to seventeen (13-17) experts and statisticians to identify the best method in
years old. A total of 40 valid responses (nineteen selecting the respondents to determine a fair
males and twenty-one females) were recorded, distribution of proficiency and performance, the
analyzed, and interpreted. strengths and weaknesses. Group A (controlled) and
group B (experimental) are the two groups of Grade 10
Instruments of the Study learners in the study. Part of the analysis phase
includes choosing carefully the instruments used. The
The researcher utilized the 40-item self-made researcher used the multiple-choice pretest/post-test
pretest/post-test through a paper and pencil for this research. All comments, suggestions, and
assessment. They were given to Grade 10-Diamond as recommendations were considered for designing the
the experimental group exposed to the flipped- tools.
classroom approach and Grade 10-Pearl as the
controlled group exposed to the traditional method. Also, the researcher made sure that the groups were
The pretest/post-test was a 40-item multiple-choice composed of fair distribution of participants in terms
type used for data collection. of their level of proficiency, so their quarterly grades
in Araling Panlipunan 10 for the first three quarters
The pretest/post-test and daily lesson plans both cover were utilized to make this fair research grouping of
the concepts of the lessons, the objectives and the respondents. In the design phase, the researcher
Most Essential Learning Competencies (MELCs) for determined the learners’ need for further instruction,
the fourth quarter such as; such as the lesson plan for each group, the test
questions to make, the personalized journal to develop,
a) Naipaliliwanag ang kahalagahan ng aktibong the video lessons to be crafted and validated, and the
pagmamamayan (AP10PKK-IVa-1), b) Nasusuri ang kind of learning environment that is also needing to
kahalagahan ng pagsusulong at pangangalaga sa create in and out of the classroom based on the MELC
karapatang pantao sa pagtugon sa mga isyu at of the day. The personalized learner’s journal has been
hamong panlipunan (AP10MKP-IVe-5), c) crafted and anchored on the video lesson in each topic
Natatalakay ang mga epekto ng aktibong pakikilahok to answer each daily individualized activity being
ng mamamayan sa mga gawaing pansibiko sa viewed from the distributed video lesson.
kabuhayan, politika, at lipunan (AP10PNP-IVg-7) and
The development phase is the time for materials
d) Napahahalagahan ang papel ng mamamayan sa selection appropriate for the methods for each group of
pagkakaron ng isang mabuting pamahalaan. By learners in the classroom. In this stage, the researcher
comparing the proficiency level and academic noted that the validated lesson plan indicates what the
performance of grade 10 learners in Araling learners were expected to do outside the class and
Panlipunan before and after the study's adoption, the what they would do inside the class.
test's primary goal is to raise learners' levels of
learning competency. Activities were developed and aligned with the
learning materials and the competencies they need to
Video lessons were being crafted by the researcher learn. During this phase, learning goals were defined,
herself, anchored on the MELCs and specific and the flow of activities in each lesson, questionnaires
objectives of the daily lesson plan. Making video were made, and weekly video lessons were developed
lessons takes time, so the researcher ensured the by the researcher. Then, each of these tools was
videos were crafted before the start of the quarter. validated by the experts. The video lessons were
Most of these were patterned from the video lessons distributed to group B (experimental). Thus, they were
from DepEd Commons. The video lessons prepared assigned to watch the video lesson and answer the
were suitable for one week and scheduled to distribute activities in the journal before they came to class. At
every Monday. The learners answered their daily the same time, some videos or texts of local stories
journal entries based on the weekly video provided. will be viewed or analyzed by group A (controlled)
during the class discussion.
Procedure
The im p lem en tation phase exp lain ed the
This experimental research utilized the ADDIE implementation and intervention in the experimental
(Analysis, Design, Development, Implementation, and and controlled groups. For the experimental group, at
Evaluation) model in flipped classroom approach. In home or before the class started, the learners watched
the Analysis phase, the researcher consulted the the video lesson. They answered the activities in their

Research Article
journals while viewing the video lesson for them to be Table 1. Level of Competency of Grade 10 Learners
guided. Online and offline consultations were always Before the Experiment Based on the Results of the
available for any queries and clarifications. During Pretest
class, the learner-teacher interacts with concept
application, analysis, creation, and evaluation. After
the class, they were tasked to watch another video
lesson and do the tasks in the journal for the next topic.
To effectively share the video lessons with each
learner, group leaders identified and distributed them
on schedule using their cellphones, gadgets, flash
drives, and online using social media platforms like
their group chat in Messenger and Facebook. Whereas
for the control group, lessons were using traditional
teaching methods. The validated standardized post-test
of Araling Panlipunan 10 Kontemporaryong Isyu was
used to measure the learner’s competency level in the
Evaluation phase.
Ethical Considerations Table 1 presents the performance of the Grade 10

Araling Panlipunan learners before they were exposed
The researcher made sure that the health and safety, to the flipped classroom approach and traditional
integrity, and confidentiality of the participants must approach based on the pretest result. It was revealed
be all protected and ensured at all costs from the the pretest result of the learners being exposed to the
beginning to the end of the study. The pretest/post-test, traditional approach had a mean of 15.90 with a
daily lesson plan, video lessons, and learner’s journal standard deviation of 3.69. In contrast, the learners
have been validated using a modified evaluation tool. exposed to flipped classroom approach got 16.90 with
a standard deviation of 2.92. Both pretest result of the
The experts examined the extent to which the tools,
groups was in terpreted as “ Did Not Meet
like pretest/post-test, lesson plan, video lessons, and
Expectation.” It can be noticed from the pretest results
journals, conform to the theoretical basis of the that the mean score for the traditional approach and
teaching approaches anchored to the MELCs. flipped classroom approach were both lower than the
highest possible score. Finally, the result of the pretest
is accepted as a viable method to assess the extent to
Results which the approaches impact learner’s learning.
Table 2. Level of Competency of Grade 10 Learners

This section presents the findings according to the Before the Experiment Based on the Results of Third
study's research questions. To compare the mean and Quarter Average Grades
find out the significance between variables.
The Level of Competency of Grade 10 Learners

Exposed to the Flipped Classroom Approach and
Traditional Approach Before the Experiment
Based on the Results of the Pretest and Third
Quarter General Average.

Research Article
As presented in table 2, the introductory level of interpreted as “very satisfactory,” compared to the
competency of grade 10 learners to be exposed to learners exposed to the traditional approach with a
traditional and flipped classroom approaches based on mean score of 23.90, interpreted as “ fairly
the results of third quarter general average grades satisfactory.” In addition, the scores of the learners
observed that both groups have Satisfactory academic exposed to the traditional approach were more
ratings. The learners being exposed to the traditional dispersed, with a standard deviation of 5.99, than those
approach have a mean of 83.05 with a dispersion of its learners exposed to the flipped classroom approach,
standard deviation of 4.19, while the prior level of with a standard deviation of 4.82. According to this
competency of grade 10 Araling Panlipunan learners result, the learners exposed to the flipped classroom
being exposed to flipped classroom approach have a technique had a higher skill level than those exposed
mean score of 83.75, interpreted as Satisfactory, and to the traditional method.
an SD of 4.00
Both groups of learners were composed of only one After the Experiment Based on the Results of the
learner (5%) who fell under the academic rating Fourth Quarter Average Grades
interpreted as outstanding performance, seven learners
(35%) fell under the very satisfactory academic rating,
eight learners (40%) under the satisfactory, and four
learners (20%) under the fairly satisfactory in their
academic performance rating. It can be observed from
the results of the third quarter average grades of the
learners to be exposed to traditional and flipped
classroom approaches both fell under satisfactory
academic performances.
The Competency Level of the Grade 10 Learners

After the Experiment Employed Flipped Classroom
Approach and Traditional Approach Based on the
Results of Post-Test and Fourth Quarter General
Average.

After the Experiment Based on the Results of Post-test
As presented in Table 4, there is a positive result on

the academic performance of grade 10 Araling
Panlipunan learners exposed to flipped classroom
approach based on the outcome of the fourth quarterly
grades. Wherein, the majority or eleven learners (55%)
fell under the academic rating interpreted as
outstanding performance, seven learners (35%) fell
under the very satisfactory academic rating, and only
two learners (10%) fell under the satisfactory
academic rating during the fourth quarter. The result is
supported by a mean score of 90.05, interpreted as
Outstanding, and an SD of 3.89.
On the other hand, table 4 revealed the academic

Table 3 revealed that the performance of the Grade 10 performance of grade 10 Araling Panlipunan learners
exposed to the traditional approach based on the result
Araling Panlipunan learners exposed to flipped
of fourth quarterly grades observed that there’s a
classroom approach had a higher mean of 30.50,
Satisfactory academic rating with a mean of 84.70

Research Article
with a standard deviation of 4.73. Wherein, there are proficiency of grade 10 Araling Panlipunan learners
six learners (30%) fall under the academic rating exposed to flipped classroom approach and traditional
interpreted as outstanding performance, three learners approach. Moreover, it displays whether the two
(15%) fall under the very satisfactory academic rating, groups are dissimilar in the level of proficiency they
eight learners (40%) under the satisfactory, and three have acquired after implementing the mentioned
learners (15%) under fairly satisfactory in their approaches based on the results of the post-test.
academic performance rating.
Table 5 signifies that the level of proficiency of grade
The fourth quarter average grades result evidenced that 10 Araling Panlipunan learners exposed flipped
the flipped classroom approach brings positive classroom approach and traditional approach based on
outcomes because most of the learners’ academic the results of the post-test showed a computed t-
performance fell under outstanding. It is therefore critical of 4.25, which was higher than the tabular t-
concluded that the academic performance of the Stat of 2.093 at a 0.05% significance level, indicating a
learners excels during the fourth grading period. The significant difference between the post-test scores of
result is similar to the study of Robles (2012), which learners exposed to flipped classroom approach. The
found that the academic performance of the result means that the null hypothesis (H1) is being
experimental group who underwent flipped classroom rejected. However, this only demonstrates that the
learning approach improved significantly better than learners performed better during the implementation of
the control group. The results also confirmed the claim the flipped classroom approach than the traditional
of Zainuddin and Halili (2016) that converted classroom approach. Thus, flipped classroom approach
classrooms brings positive impacts on learners’ helps the learners develop a higher level of proficiency
academic performance. This is in contrast with the in Araling Panlipunan 10.
result of the study by Smallhorn (2017) that flipped
classrooms had no measurable increase in learners’ This arises interrelated to the side of the pioneers in
academic achievement. flipped learning, Bergmann et al. (2012), that
meaningful learning in a flipped classroom occurs
The Significant Difference in the Level of because of efficient use of the extra class time and
Competency of the Learners Exposed to Flipped strategies of transforming Bloom’s revised taxonomy
Classroom Approach and Traditional Approach for learning, teaching, and assessing. Based on the
Based on the Results of Post-test and Fourth results of the study, it is settled that flipped classroom
approach increases the level of proficiency of the
Quarter General Average
Araling Panlipunan 10 learners.
Table 5. Significant Difference in the Level of
Table 6. Significant Difference in the Level of
Competency of the Learners Exposed to Flipped
Competency of the Learners Exposed to Flipped
Classroom Approach and Traditional Approach Based
Classroom Approach and Traditional Approach Based
on the Results of Post-test
on the Results of Fourth Quarter Average Grades
Table 5 shows the significant difference in the level of Table 6 explains the significant difference in the level

Research Article
of competency of the learners exposed to flipped average, the level of the learners exposed to the
classroom approach and traditional approach based on traditional approach is a Satisfactory academic rating,
the results of the fourth quarter general average. The while the academic performance of learners exposed to
results demonstrated that the critical t-value of 3.05 is the flipped classroom approach fell under the
higher than the t-statistical value of 2.09 at a 0.05 Outstanding academic rating. Learners exposed to
significance level. Hence, the null hypothesis (H2) is flipped classroom approach had a higher competency
rejected. Furthermore, there was a significant level and academic performance than the learners
difference in the academic performance of the grade exposed to the traditional approach.
10 Araling Panlipunan learners exposed to the flipped
classroom approach and the traditional approach based There is a significant difference in the level of
on the result of fourth quarterly grades. competency of the learners exposed to flipped
classroom approach and traditional approach based on
Thus, the fourth quarter average grades results the post-test results and fourth quarter general average.
revealed that the academic performance of the grade The study confirmed the claim of Bendal (2016) that
10 Araling Panlipunan learners exposed to flipped blending technology in the teaching and learning
classroom approach was higher than the academic process helps learners increase academic achievement.
performance of the learners exposed to the traditional Likewise, this is similar to the result of the study of
method. With this, it was concluded that the flipped Roehl et al. (2013), where flipped classroom strategies
classroom approach was more effective in teaching provide an opportunity to address technology infuse-
Araling Panlipunan than the traditional method. learning environments and institutional education
toward powerful learning outcomes. Additionally,
results revealed that the performance of both groups
Discussion recorded significant improvements. The result of this
study is in contrast to the claim of EdTech Guro
Runner (2013) that Filipino learners might be
The research's principal goal is to determine whether unprepared for a flipped learning environment. But the
the flipped classroom approach will enhance the study clearly shows that learners particularly
competency level of the grade 10 Araling Panlipunan welcomed the fact that they had access to materials
learners in Sayao National High School on topics like video lessons to prepare themselves and even
during the fourth quarter. In the pretest, the level of learn when, where, and at the pace they wanted.
competency of both groups of learners fell under “Did
Not Meet Expectation.” Also, in the third quarter It is also observed that learners welcomed their ability
general average the level of competency of both to learn independently. Giannakos et al. (2014)
groups fell under “Satisfactory” academic describe the approach as practical, helpful, and
performance. Therefore, both group of learners flexible. Flipped classrooms force students to work
exposed to the flipped classroom approach and collaboratively, and qualitative evidence indicates that
traditional approach have the same low level of learners improved their academic performance much
competency. This confirmed that both groups of more than the traditional approach. Finally, it is
learners had the same level of competency using their observed that attitudes and learning habits of the
computed level of proficiency in the pretest or before learners in a flipped classroom change due to this
the traditional approach and flipped classroom approach and the availability of extra learning
approach was introduced to the group of learners materials, especially when those materials are being
involved in the study. Moreover, the result approved revisited before a revision or examination.
that the study makes a fair distribution of each group
of learners in grouping the respondents using their The results proved the study of Touchton (2015) that
prior academic performance and competency level. learners in the flipped classroom performed well in
Finally, the result is accepted as a feasible scheme to their academic performance and enjoyed the subject
assess how the approaches affect learners’ learning, more than those in a traditional classroom. Touchton
academic performance, and competency. added that it’s true that flipping the classroom entails
high start- up costs, but it can merit implementation to
In the post-test, the level of competency of the learners improve both cognitive and emotional outcomes.
exposed to flipped classroom approach had a higher
mean interpreted as “very satisfactory,” while the Lastly, the result of the study is associated with the
learners exposed to the traditional approach were assumption of Aidinopoulou et al. (2017) that the
“fairly satisfactory.” In the fourth quarter general flipped classroom was engaging in learner-centered

Research Article
activities and resulted in better learning outcomes and Study from Implementing the Flipped Classroom Model in Primary
academic performance in Social Studies classes. The School History Teaching and Learning. Educational Technology &
Society, 20 (1), 237–247.
significant findings also confirm the claim of Bormann
(2014) that flipped learning can afford learners a more Anderson, L., Krathwohl, D., & and Bloom, B. (2005). A taxonomy
engaging environment that can lead to higher for learning, teaching, and assessing. Longman.
academic achievement and better preparedness for
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The level of competency of the Grade 10 Araling
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Panlipunan learners exposed to flipped classroom public school, (Dissertation), De La Salle University, Manila
approach and traditional approach based on the result
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approach had a higher competency level than the
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Printed Modular Distance Learning in San Andres District Schools
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appro ach in co rp o r atin g lo calizatio n and Marinduque
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Cagande et al. (2018) The Flipped Classroom and College Physics
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Students’ Motivation and Understanding of Kinematics Graphs.
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Development of Araling Panlipunan Competencies Among The Grade Ten Learners of Sayao National High School Using Flipped Classroom Approach

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Development of Araling Panlipunan Competencies Among The Grade Ten Learners of Sayao National High School Using Flipped Classroom Approach

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DEVELOPMENT OF ARALING PANLIPUNAN

COMPETENCIES AMONG THE GRADE TEN

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Development of Araling Panlipunan Competencies Among the Grade Ten Learners of

Keywords: araling panlipunan, flipped classroom approach, localization and contextualization,

Introduction values strongly bind the Social Studies or Araling

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and a professional instructor. recorded video lessons, or watch presentations

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approach. recommended the implementation of flipped

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According to Krathwohl and Anderson (2010), activities.

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Ethical Considerations Table 1 presents the performance of the Grade 10

Table 2. Level of Competency of Grade 10 Learners

The Level of Competency of Grade 10 Learners

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The Competency Level of the Grade 10 Learners

Table 3. Level of Competency of Grade 10 Learners

As presented in Table 4, there is a positive result on

On the other hand, table 4 revealed the academic

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Bendal, L. (2017). Effects of Just-in-Time FLIPP Classroom in the

Cruz, A. Jr. (2018). Enhancing 21st Century Skills and Students’

Discar & Decena 238/240

Discar & Decena 239/240

Snyder, C. et al. (2014). Cast from the Past: Using Screencasting in

Discar & Decena 240/240

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