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

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:
The result of this study offers students with insights that flipped learning could be
effective in learning outcomes. With this knowledge at hand, students could be
motivated to use this strategy as well as recommend its use to their peers.
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 study intend that flipped learning provides teachers with several important
benefits. First, it helps them assess how well students understand the material during
class, allowing for quick adjustments to their teaching when needed, which leads to
better learning outcomes. Second, teachers feel more satisfied with their jobs
because they can customize their lessons and see the positive impact on their
students' progress. Third, flipped learning creates more opportunities for fun and
interactive activities in the classroom, which keeps students engaged and motivated
to participate. Finally, it encourages teachers to use new technologies and tools that
make learning more exciting while also helping them grow as educators. Overall,
these benefits make teaching more rewarding and effective.
Flipped learning offers administrators an effective way to improve classroom
efficiency and student outcomes. It offers important insights into student performance
and engagement, allowing administrators to make informed decisions regarding
curriculum, resource allocation, and support for students who need extra help. It also
promotes better use of classroom resources by enabling lessons that focus on
interaction and collaboration, potentially reducing costs. Additionally, flipped learning
promotes the use of technology and creative teaching methods, fostering a culture of
growth and ongoing improvement among educators.
Scope and Delimitation of the Study

This study examines the effectiveness of the flipped learning approach in

enhancing the academic outcomes in 2 sections of Grade 10 SPA students at
Valencia National High School over one grading period during the 2024-2025 school
year. This study will adopt a research design to assess the impact of the flipped
learning technique in students learning outcomes. The researchers will assign 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 which will be categorized using DEPED proficiency level of;
Beginning Developing, Approaching, Proficient, and Advanced.

Definition of Terms

The following terms are defined operationally for the clarity of this study:
Flipped learning is 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.
Outcomes is defined in this study as the actual score result of the students in
English class. The following are the levels of students’ outcomes.
Beginning is defined in this study as a level of students’ learning outcome in
English with a score of 74% and below. Students at this level struggle significantly with
their understanding and have not adequately acquired the necessary knowledge or
skills.
Developing is defined in this study as a level of students’ learning outcome in
English with a score of 75% to 79%. Students at this level possess minimum knowledge
and skills but require assistance to perform authentic tasks.
Approaching Proficiency is defined in this study as a level of students’ learning
outcome in English with a score of 80% to 84%. In this stage students have developed
fundamental knowledge and skills and can transfer these understandings with some
guidance.
Proficient is defined in this study as a level of students’ learning outcome in
English with a score of 85% to 89%. Students can independently apply their knowledge
and skills in authentic performance tasks.
Advanced is defined in this study as a level of students’ learning outcome in
English with a score of 90% and above. Students exceed core requirements,
demonstrating automatic and flexible application of their knowledge and skills.
 THEORETICAL FRAMEWORK

-------------------
Review of Related Literature and Studies

Flipped learning is a teaching method where students study lessons at home

using videos or online materials, and class time is used for discussions and activities.
This approach helps students better understand topics by applying what they learn in
class. Reviewing studies on flipped learning is important to see if it improves student
performance, engagement, and learning experiences. By looking at past research, we
can understand its benefits, challenges, and overall impact on education. This review
focuses on how effective flipped learning is in improving students’ learning outcomes.

Positive effects of flipped learning

Flipped learning has gained popularity due to its potential to enhance both online
and offline learning experiences. A systematic literature review by Baig and
Yadegaridehkordi (2023) highlighted that flipped classrooms enhance student
engagement and improve learning outcomes by utilizing technologies such as video
creation tools and learning management systems. Baig, M. I., & Yadegaridehkordi, E.
(2023).Flipped classroom in higher education: A systematic literature review and
research challenges. International Journal of Educational Technology in Higher
Education, 20(1), 61. Similarly , Ruiz-Jiménez, Martínez-Jiménez, & Licerán-Gutiérrez
(2022). Analyzed 69 articles on flipped learning in mathematics education. Found that it
was mostly implemented with undergraduate students, with less focus on primary,
middle, and high school students. The model positively impacted students'
mathematical performance, but some studies showed no significant difference
compared to traditional teaching methods.
A systematic review by Bredow et al. (2021) conducted a meta-analysis of 317
studies to assess the effectiveness of flipped learning in higher education compared to
traditional lecture-based instruction. Their findings revealed that flipped classrooms
significantly improved academic performance, with effect sizes ranging from 0.20 to
0.53. Additionally, students in flipped settings demonstrated enhanced intra- and
interpersonal skills, suggesting better engagement and collaboration. The study also
found higher student satisfaction with flipped learning, highlighting a preference for its
interactive nature. However, the effectiveness varied based on factors such as
educational context, course design, and methodology, with educational context being
the most influential. Bredow, C. A., Roehling, P. V., Knorp, A. J., & Sweet, A. M. (2021).
To Flip or Not to Flip? A Meta-Analysis of the Efficacy of Flipped Learning in Higher
Education. Review of Educational Research, 91(6), 878–918.
https://doi.org/10.3102/00346543211019122
Students face several challenges when learning through traditional teaching
settings. They need to accumulate huge amounts of factual knowledge from the
courses, and to keep up-to-date with the prolific growth in health knowledge. Lack of
awareness about digital technologies and non-exposure to digital-friendly environments
have made learning even more challenging. Therefore, an innovative approach to the
education delivery system is needed. A flipped class includes two elements of
education: (1) a recorded lecture (off-campus learning as homework); and (2) an active
learning session (on-campus learning). Pre-recorded lectures are provided to the
students as homework and as an aid to learning which is then interactively discussed
later on campus. This review aims to explore whether there is empirical evidence that
supports this method of learning for undergraduate health professional students. Do
flipped classrooms improve academic performance and are students satisfied with the
flipped class learning method? [This summary is based on Naing, C., Whittaker, M. A.,
Aung, H. H., Chellappan, D. K., & Riegelman, A. (2023). The effects of flipped
classrooms to improve learning outcomes in undergraduate health professional
education: A systematic review. Campbell Systematic Reviews, 19, e1339.
https://doi.org/10.1002/cl2.1339.]
Negative effects of flipped learning
The study examined undergraduate students' perceptions of their learning
outcomes in a flipped classroom at the University of Jaén, Spain. Data collected from
questionnaires during the 2020-2021 and 2021-2022 academic years revealed that
students associated improved learning outcomes with three main factors: acquired
competences, student attitude, and formative assessment. These elements contributed
to students perceiving better academic performance and a more engaging learning
experience, highlighting the flipped classroom model's effectiveness in higher
education. Ruiz-Jiménez, J. L., Gutiérrez-Pérez, J., López-Íñiguez, G., & de Dios, M. J.
(2024). Students' perceptions of their learning outcomes in a flipped classroom
environment. Education Sciences, 14(2), 266.
 Flipped learning, while offering innovative instructional approaches, has been
associated with certain negative effects. A study by Alkaya Karagöl and Güngören
(2024) investigated the impact of the flipped classroom model on academic
achievement, motivation, and cognitive absorption among freshman computer
programming students. The findings indicated that, although the flipped classroom
model enhanced academic achievement, there was no significant difference in
academic motivation between students in the flipped classroom and those in traditional
learning environments. This suggests that the flipped classroom model may not
inherently boost students' motivation levels, highlighting a potential limitation of this
instructional approach.
Alkaya Karagöl, E., & Güngören, Ö. C. (2024). The effects of the flipped
classroom model on academic achievement, academic motivation, and cognitive
absorption. The Universal Academic Research Journal, 6(2), 68-82.
Research on flipped learning highlights its positive impact on student
performance, engagement, and learning outcomes across various fields, including
health education, mathematics, language learning, and writing instruction. In summary,
flipped learning has been shown to enhance academic performance and foster
motivation and self-regulation, although some studies note challenges, such as
increased learning burden and mixed results in certain disciplines like medical
microbiology. While flipped classrooms have been shown to enhance academic
performance and foster motivation and self-regulation, some studies also note
challenges, such as increased learning burden and mixed results in certain disciplines
like medical microbiology. Your study will build on these findings by exploring the factors
that influence flipped learning’s effectiveness, such as students’ attitudes, self-
regulation, and formative assessments, and will contribute new insights by examining
how this approach can be optimized across different educational levels, particularly in
primary and secondary education, thereby advancing teaching practices and informing
future implementations of flipped learning.
Conceptual Framework
Flipped learning is an instructional strategy that reverses the traditional learning
environment by delivering content outside of class, typically through video lectures or
digital resources, and using class time for interactive, student-centered activities. This
model allows for more active learning, greater student engagement, and opportunities
for deeper understanding. The effectiveness of flipped learning has been the subject of
numerous studies, and its theoretical foundation draws from several established
learning theories that emphasize the importance of active participation and collaborative
learning.
 This research is grounded in both Constructivism and Cognitive Load Theory.
Constructivism emphasizes that students build knowledge through active engagement
and social interaction, which aligns with the flipped learning model where students first
learn content independently and then apply it collaboratively in class. Cognitive Load
Theory, on the other hand, highlights the importance of managing students’ cognitive
resources by allowing them to learn at their own pace outside of class and engage in
focused activities during class. Together, these theories support the effectiveness of
flipped learning by promoting deeper learning and reducing cognitive overload.
The study examining flipped learning’s efficacy connects to these theories by
assessing how this instructional strategy affects students’ outcomes and attitudes. The
pretest and post-test design will evaluate the academic impact of flipped learning on
students’ proficiency, aligning with constructivist ideas of active learning and cognitive
theories that focus on optimal learning conditions. By examining both academic
performance and student attitudes, the study will provide insights into how flipped
learning fosters deeper learning and promotes positive engagement.
In summary, flipped learning is grounded in both constructivist and cognitive
learning theories, which emphasize active learning and managing cognitive load for
optimal understanding. The study’s investigation of students’ outcomes in a flipped
classroom setting provides a framework to assess the practical application of these
theories. Through the use of pretests, post-tests, and student attitude surveys, the
research seeks to determine the effectiveness of flipped learning in improving academic
performance and fostering positive student engagement, contributing to the broader
understanding of this teaching model’s efficacy.
Research Paradigm

Independent Variable Pre-test Dependent Variable

Flipped Learning Students

Implementation Outcome

Post test

In the study conducted, a pretest was administered to assess students’ baseline

academic performance before the flipped learning intervention (independent variable).
The flipped learning approach involved students engaging with instructional content
outside of class, such as video lectures and interactive materials, and using in-class
time for collaborative activities and problem-solving. After the intervention, a post-test
was administered to evaluate any changes in students’ academic performance,
specifically their understanding and retention of the material (dependent variable).
Additionally, the study examined students’ attitudes towards the flipped learning model
(dependent variable), to understand how they perceived the effectiveness of this
teaching method in enhancing their learning outcomes.
Hypothesis
In this study the following null hypothesis were tested:
H₀ : Flipped learning has no significant effect on students’ academic performance
compared to traditional learning methods.
H₁: Flipped learning has a significant effect on students’ academic performance
compared to traditional learning methods.
WHERE IS THE REFERENCE SECTION?