FLIPPED LEARNING IMPLEMENT ANALYZING IT’S

EFFICIENCY ON STUDENTS LEARNING

OUTCOMES

DIEGO,AURELIO,GAYO,

ROQUERO AND

ASUNCION

Special Program In The Arts

December 4, 2024
 INTRODUCTION

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.
However, despite potential benefits, flipped learning faces numerous challenges.
According to Hao-Tieng Hung (2019) a researcher and educator specializing in
educational technology, instructional design and flipped learning. Flipped learning faces
complex, interconnected challenges across pedagogy, technology, implementation,
equity and sustainability. Pedagogical gaps include inadequate interactive content,
insufficient feedback, limited hands-on learning, ineffective differentiation and lack of
personalized instruction. Technical issues comprise accessibility disparities, digital
literacy deficiencies, platform compatibility problems, cybersecurity concerns and
internet connectivity issues. Implementation challenges involve inadequate teacher
training, poor classroom management, ineffective assessment strategies and insufficient
technical resources. Equity gaps encompass the digital divide, language barriers,
cultural insensitivity, inadequate disability support, socioeconomic disparities and
unequal access to quality education. Sustainability challenges include maintaining
student motivation, fostering parental involvement, scaling initiatives, evaluating
effectiveness and ensuring long-term technical support. Furthermore, flipped learning
models struggle to promote collaborative learning, provide real-time feedback and
address diverse learning styles. To address these multifaceted challenges,
comprehensive teacher professional development, inclusive curriculum design,
technological support, student-centered approaches, ongoing evaluation and critical
reflection are essential for bridging these gaps and optimizing flipped learning's
potential. To address these gaps, ensuring all students have access to technology is
essential. Schools can partner with local organizations to provide devices and internet
access. Additionally, incorporating a variety of teaching methods and interactive
activities can boost student engagement. Regular training for teachers will help them
effectively implement flipped learning strategies, making the approach more successful
and inclusive for everyone. To enhance flipped learning, teachers can create **short,
engaging videos** that explain key concepts in a fun way. Using stories, visuals, or
humor makes the material interesting. After watching, students can share their thoughts
in class discussions, fostering connection and involvement.
Flipped learning has garnered significant attention in educational research since
2018, demonstrating notable benefits for student engagement and academic
performance. A systematic review by Zhang et al. (2020) found that students in flipped
classrooms exhibited higher levels of motivation and engagement, which contributed to
improved academic outcomes compared to traditional teaching methods. This review
highlighted that flipped learning facilitates active participation and encourages students
to take responsibility for their learning, leading to deeper comprehension of course
material. Further supporting these findings, a meta-analysis conducted by Liu et al.
(2021) revealed that students in flipped learning environments achieved significantly
higher scores on assessments and reported greater satisfaction with their learning
experiences. The analysis emphasized that the interactive nature of flipped classrooms
fosters collaboration and critical thinking skills, essential for success in today’s
educational landscape. Additionally, a study by Bishop et al. (2019) explored the
implementation of flipped learning in higher education and found that it not only
improved academic performance but also enhanced students’ self-efficacy and
confidence in their abilities to engage with complex subjects. This research underscores
the effectiveness of flipped learning in creating a more dynamic and supportive
educational environment. Flipped learning has been increasingly recognized for its
effectiveness in enhancing student engagement and academic performance since 2018.
Research by Gasparič et al. (2023) found that students taught through flipped learning
demonstrated significantly higher knowledge retention compared to those in traditional
classrooms, indicating that this approach not only aids immediate comprehension but
also fosters long-term learning. Additionally, a study published in BMC Medical
Education (2024) reported substantial improvements in both academic outcomes and
student satisfaction among those in flipped classrooms, with post-test scores
significantly higher than those from traditional lecture-based groups. Flipped learning in
higher education focuses on its benefits for academic performances, self-efficacy,
student engagement, and knowledge retention. Bishop et al. (2019): Explore the impact
of flipped learning on academic performance and self-efficacy, highlighting its ability to
foster a dynamic learning environment.
This study, proposed by Valencia National High School students (2024-2025), was
motivated by compelling grounds. Specifically, the potential benefits of flipped learning in
higher education, including enhanced academic performance, self-efficacy, student
engagement and knowledge retention, drove this investigation. Building on existing
research, such as Bishop et al.'s (2019) study exploring flipped learning's impact on
academic performance and self-efficacy, our study analyzes students' learning
outcomes in flipped learning environments, aiming to further understand its
effectiveness in fostering dynamic learning environments.
Statement of the Problem
Generally, this research is focused in exploring students learning efficacy on flipped
learning at Valencia National High School. Furthermore , this study’s goal is 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

4. To determine if there is a significant difference on students learning outcomes before

Objectives of the Study

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.