This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation.
The study investigated the effects of the Modified Alternative Co-Teaching Approach (MACTA) on student algebraic procedural fluency (the ability to perform mathematical algorithm accurately and efficiently). The study used the quasi-experimental two-group pretest-posttest design that involves both quantitative and qualitative approaches. The study utilized two intact classes of a laboratory school in Bay, Laguna. One section was exposed to the Modified Alternative Co-Teaching Approach (MACTA) and the other section was exposed to the Conventional Teaching Approach (CTA). Comparison of the student algebraic procedural fluency between MACTA and CTA groups showed no significant difference between the two groups, but students in the experimental group expressed substantial number of positive remarks about the teaching approach. The design of MACTA including smaller class size, more student-student interaction, and increased collaborative activities is believed to promote increase in procedural fluency, and positive attitude provided longer term of implementation.
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