FLIPPED LEARNING IMPLEMENTED: ANALYZING ITS EFFICACY

ON STUDENTS’ OUTCOME

ADRIANNE JANE M. DIEGO

KHEM DHELZY S. ASUNCION
PAUL BUENANI P. AURELIO
AIRA R. ROQUERO
VANN ISIDORE L. GAYO

A RESEARCH PAPER SUBMITTED TO THE FACULTY OF ENGLISH DEPARTMENT,

VALENCIA NATIONAL HIGH SCHOOL, IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE SUBJECT RESEARCH

SPECIAL PROGRAM IN THE ARTS

DECEMBER 4, 2024
 INTRODUCTION

Background of the Study

Background of the Study

In today's education, students learn better when the right teaching methods are
used. A traditional method involves teachers delivering lessons through lectures,
presentations, and discussions, while students listen and take notes. After class,
students are assigned homework or independent tasks to reinforce the concepts taught.
We use nowadays is flipped learning. In this method, students study lessons or watch
videos at home, so they can use class time for activities and discussions. This approach
helps students understand topics better because they learn the basics at home and
spend class time solving problems together with the teacher and classmates.
Flipped learning, despite its recognized benefits, reveals several critical research
gaps that require further exploration. For instance, Alonso et al. (2023) highlighted the
need for studies examining how flipped learning fosters intrinsic motivation, autonomy,
and engagement among higher education students. In addition, O’Flaherty and Phillips
(2019) further emphasized the lack of longitudinal studies assessing the long-term
effects of flipped learning on retention, skill development, and real-world application.
While short-term improvements are documented, understanding sustained efficacy is
essential. Moreover, Akçora and Sağlam (2021) stressed the importance of
investigating how flipped learning affects diverse student populations with varying prior
knowledge, learning styles, and socio-economic backgrounds. Together, these gaps
highlight the need for a more comprehensive and inclusive approach to studying flipped
learning across varied educational contexts.
To address the gap in understanding how innovative teaching strategies impact
student outcomes, this study focuses on the implementation of flipped learning and its
effects on academic and non-academic aspects of student performance. Flipped
learning involves a pedagogical approach where students engage with instructional
content, such as videos or readings, before class, allowing in-class time to be used for
interactive and collaborative activities. This approach is analyzed in relation to its
influence on students' academic achievements, such as test scores and project
outcomes, as well as their engagement, collaboration skills, and ability to learn
independently. By exploring these aspects, the study seeks to provide insights into the
effectiveness of flipped learning in enhancing educational experiences and achieving
better learning outcomes.
The use of flipped learning boosts student engagement and academic
performance through interactivity and collaboration. Flipped learning has been
highlighted to positively impact students’ engagement and academic performance.
Zhang et al. (2020) found that flipped classrooms enhance students’ motivation and
active participation, leading to deeper understanding of course material. Additionally, Liu
et al. (2021) confirmed that students in flipped classrooms performed better on
assessments and reported higher satisfaction with their learning experience. The
interactive nature of flipped classrooms promotes collaboration and critical thinking,
which are essential skills for academic success.
While the benefits are clear, some challenges have been noted with flipped
learning. Kim et al. (2020) emphasized that the increased demands on students to
independently manage their learning outside of class, can be difficult for some. The
effectiveness of flipped classrooms can be influenced by factors like students’ prior
knowledge, digital literacy, and access to technology. In certain cases, students struggle
with the self-directed nature of flipped learning, potentially hindering their academic
performance.
These are the compelling grounds that motivated the researchers to conduct this
study. The study aims to understand how flipped learning affects students' academic
achievements. The study will focus on test scores and project outcomes, of Grade 10
students in Valencia National High School for the school year 2024-2025. This research
is hoped to shed light on how effective flipped learning can be in improving not just
academic performance but also essential life skills among students, ultimately helping
educators develop more effective teaching strategies that cater to diverse learning
environments.

Statement of the Problem

 Generally, this research will explore students’ learning outcomes when flipped
learning is implemented at Valencia National High School. Specifically, this study sought
to answer the following questions:
1. To determine students learning outcomes before exposure to flipped learning.
2. To determine students learning outcomes after exposure to flipped learning.
3. To compare students learning outcomes before and after exposure to flipped
learning.
4. To determine if there is a significant difference on students learning outcomes
before and after exposure to flipped learning.

Objectives of the Study

Generally, this research will explore students’ learning outcomes when flipped
learning is implemented at Valencia National High School. Specifically, this study aims
to:

1. To determine students learning outcomes before exposure to flipped learning.

2. To determine students learning outcomes after exposure to flipped learning.
3. To compare students learning outcomes before and after exposure to flipped
learning.
4. To determine if there is a significant difference on students learning outcomes before
and after exposure to flipped learning.

Significance of the Study

The findings of this study would significantly benefit the following:
Flipped learning is an innovative educational approach that reverses traditional
teaching methods, empowering students to take control of their learning both inside
and outside the classroom. Flipped learning offers students several specific benefits,
including a deeper understanding of the material, enhanced critical thinking skills, and
greater retention of knowledge. By engaging with content at home and coming to
class prepared, students can ask more thoughtful questions, participate more actively
in discussions, and collaborate effectively with peers. This approach fosters
personalized learning, allowing students to move at their own pace and focus on
areas where they need improvement. Ultimately, students gain greater ownership of
their learning, resulting in improved academic performance and the development of
key skills such as problem-solving, communication, and teamwork.
For parents, flipped learning offers the opportunity to gain better insight into their
child's learning process. As students are responsible for reviewing content at home,
parents can easily monitor their child's progress and assist with understanding
difficult concepts. This increased visibility into a student’s progress, struggles, and
engagement helps parents identify areas where their child needs support. It also
fosters more meaningful conversations about learning, strengthening the parent-child
partnership in education. The flexible structure of flipped learning also helps reduce
stress for students, as they come to class better prepared and more confident in their
understanding.
The results of the study indicate that teachers gain numerous benefits from
implementing flipped learning, such as; Improved Assessment Techniques, Teachers
can continuously assess student understanding during class activities. This real-time
feedback enables them to intervene promptly and adjust instruction as needed,
resulting in more effective learning outcomes. Increased Teacher Satisfaction, the ability
to tailor instruction and see direct impacts on student learning can lead to greater job
satisfaction for teachers, as they witness the positive outcomes of their efforts firsthand.
Enhanced Student Engagement, with more time available for interactive activities, teachers
can foster a more engaging classroom environment. This increased engagement can lead to
higher student motivation and participation. Flipped learning also encourages teachers to
integrate innovative technologies and digital tools into their teaching practices, which
not only enhances the classroom experience but also supports teachers’ ongoing
professional development. By experimenting with different teaching strategies and
tools, teachers gain valuable skills and insights that contribute to their growth,
adaptability, and ability to engage students in new and exciting ways
Flipped learning offers administrators a powerful tool for enhancing classroom
efficiency and student performance. Administrators will; Enhanced Data-Driven
 Decision Making, flipped learning provides administrators with valuable data on
student performance and engagement. This information can inform curriculum
development, resource allocation, and targeted interventions to support struggling
students. Improved Resource Utilization flipped learning allows for more efficient use
of classroom resources, as teachers can design lessons that maximize student
interaction and collaboration. This efficiency can lead to cost savings in terms of
materials and space utilization. Promotion of Innovative Teaching Practices, by
encouraging the use of technology and innovative instructional strategies,
administrators can cultivate a culture of continuous improvement among teachers.
This environment fosters professional growth and encourages educators to explore
new methods that enhance student learning.
Scope and Delimitation of the Study

This study examines the effectiveness of the flipped learning approach in

enhancing the academic outcomes of a Grade 10 class at Valencia National High
School over one grading period during the 2024-2025 school year. This study will
adopt an experimental research design to assess the impact of the flipped learning
technique on Grade 10 students’ outcomes or level of proficiency. The experimental
group will be assigned topics ahead of time to study at home, with in-class time
dedicated to collaborative activities that promote deeper understanding and
application of the material, while the control group will follow traditional teaching
methods. Data will be collected through pre- and post-assessments to measure
academic performance, as well as surveys and observations to assess changes in
student attitudes and engagement. Comparing the outcomes of those using flipped
learning with those still using traditional methods and will not include other grade
levels or teaching techniques, ensuring the scope remains focused on the
effectiveness of flipped learning.
Definition of Terms
The following terms are defined/understood as it follows.
Academic Performance- Is defined in this study as a measure of a student's
achievement in educational settings, often evaluated through test scores, project
outcomes, and overall grades. It reflects the effectiveness of teaching methods and the
student's grasp of the subject matter.
Flipped learning defined in this study as pedagogical approach where students
engage with instructional content, such as videos or readings, at home before class.
This method allows class time to be dedicated to interactive and collaborative activities,
enhancing understanding and application of concepts.
Learner refers to a pupil or student in the formal system, or to use flipped
learning method.
Outcomes defined as the actual results that students achieve during their
education. The following are the levels of students’ outcomes/proficiency;
a. Beginning (B): 74% and below. Students at this level struggle significantly with
their understanding and have not adequately acquired the necessary knowledge
or skills.
b. Developing (D): 75% to 79%. Students possess minimum knowledge and skills
but require assistance to perform authentic tasks.
c. Approaching Proficiency (AP): 80% to 84%. Students have developed
fundamental knowledge and skills and can transfer these understandings with
some guidance.
d. Proficient (P): 85% to 89%. Students can independently apply their knowledge
and skills in authentic performance tasks.
e. Advanced (A): 90% and above. Students exceed core requirements,
demonstrating automatic and flexible application of their knowledge and skills
Student engagement is defined as the level of interest, motivation, and active
participation that students exhibit in their learning process. High student engagement is
often associated with improved academic performance and deeper understanding of
course material.