The Flipped Classroom and Students’ Achievement in Grammar

Rizza  Feeney; Annabelle  Gordonas

doi:10.70922/46twmj49

Authors

Rizza Feeney Concordia College, Manila Author
Annabelle Gordonas Polytechnic University of the Philippines Author https://orcid.org/0000-0002-9942-5804

DOI:

https://doi.org/10.70922/46twmj49

Keywords:

Flipped Classroom, Grammar, Student Achievement, Scores, Traditional Classroom

Abstract

Following recent advances in educational technology-integrated learning, language education authorities are becoming more and more interested in the actual implementation of flipped classrooms as cutting-edge strategies. This study investigated the impact of flipped classroom on students’ achievement in grammar of Grade 10 Students of Concordia College for SY 2018 – 2019. Non- equivalent group design, a true – experimental method was employed in this study. The respondents’ average grade in English from the first to the third quarter was considered to establish comparability. Each group took the pretest and posttests. However, only one group employed a flipped classroom as a teaching-learning strategy. Statistical tools employed were Average Weighted Mean (AWM) and T– test.

Major findings revealed that the pretest scores of both experimental and control groups were higher than the 50% passing rate. However, the scores were still under the Approaching Proficiency Level based on DepEd Memo No.8 s of 2015. Pretest scores also showed the two groups had almost the same level of grammar proficiency. It was noted that the pretest scores of the control group were higher than the scores of the experimental group. Post test scores of both groups had increased after the intervention which denoted that traditional and flipped classroom were effective in teaching grammar. It also revealed that the experimental group scores were higher than that of the control group. Further, there was no significant difference between the pretest scores of the control and experimental groups. This meant that the control and experimental groups’ achievement in grammar was equal before the implementation of the intervention. The post test scores of the two groups revealed that there was no significant difference between the posttest scores. This indicated that both groups had improved their grammar achievement; however, it would not imply that the achievement of the experimental group is higher than the control group.

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Author Biographies

Rizza Feeney, Concordia College, Manila

Rizza B. Feeney is a licensed professional teacher, lecturer, textbook writer, researcher and a grammarian. She finished her bachelor’s degree in Batangas State University where she graduated Cum Laude. Her passion to teach young individuals prompted her to teach literature among students after graduation. She finished her Master’s degree at Polytechnic University of the Philippines last 2019. She also served as speaker/lecturer for VIBAL Publishing and DIWA Publishing
Company. Her topics of expertise are journalism, classroom management, module creation, personality development and home and school partnership and research. At present, she is one of the Private Education Assistance’s (PEAC) certifiers who works collaboratively with the Department of Education to improve the quality of private education in the country. She is also a full – time faculty member in the Higher Education Department of Concordia College, Manila. She
also served as the Chairperson of College of Education and Research Director of the said academic institution. As a researcher, she has conducted a number of qualitative and quantitative researchers particularly on the topics relative to language teaching, organization and management, learning environment and others. She is also a member of DC- SLMES Research Core Group in the
Philippines. She is also given the opportunity to present her research papers both in local and international conventions.
Annabelle Gordonas, Polytechnic University of the Philippines

Dr. Annabelle A. Gordonas is presently a faculty member at the Department of English, Foreign Languages and Linguistics and College of Education as Chair of the Master of Arts in English Language Teaching Program and spearheaded the MAELT LEVEL IV Accreditation Program. She is also the current Director of the Resource Generation Office -Business Development Section of the same University. She teaches languages, research, and various subjects in linguistics
and education. She finished her degree, Bachelor of Secondary Education major in English at St. Paul University, Surigao; Master of Arts in English Language Teaching at PNU, Mindanao; Master of Educational Leadership and Management at The University of Sydney, Australia, and Doctor of Philosophy major in Education at Father Saturnino Urios University. She is a recipient of the
Australia Aid scholarship through the Philippine - Australia Human Resources and Organizational Development Facility in 2008. Her research interests include Language, Assessment, and Teaching Strategies in English. Aside from that, she also caters public speaking engagements on topics like leadership, management, education, assessment, ethics, research, English language teaching, business writing and the like.