Evaluation of the Flipped Classroom Set-Up for Face-to-Face Classes of the Department of Industrial Engineering, Ctu-Argao, Cebu Philippines

Abstract

The COVID-19 pandemic has necessitated changes in higher education, leading to the adoption of more adaptable, effective, and student-centered educational methods. The flipped classroom, which involves moving information transmission online and utilizing face-to-face class time for active learning, has gained popularity in this context. This study evaluates the readiness of the flipped classroom set-up for face-to-face classes at the Department of Industrial Engineering, CTU-Argao, Cebu, Philippines, as a prevention measure against the spread of the COVID-19 virus. A modified survey questionnaire from the study of Youhasan, P. et la., (2021) was adopted and used in the study. The 20-item questionnaire assessed personal readiness, technological readiness, environmental readiness, pedagogical readiness and a checklist was used to evaluate classroom facilities. The analysis of the survey results was conducted using quantitative statistics. The study found that the flipped classroom model has a high possibility of being implemented based on respondents’ positive perception of its technological readiness. Respondents expressed willingness and interest in engaging and developing their skills in this setup. However, concerns were identified in terms of environmental readiness, particularly with access to computers and high-speed internet. Pedagogical readiness was also observed, with respondents showing capability to adapt to sudden changes from online classes to flipped classroom setups. The study also highlighted compliance with health protocols in accordance with CHED-DOH Joint Memorandum Circular No. 2021-001. The paper suggests that flipped classrooms can be considered as an alternative or viable solution to the challenges posed by COVID-19, and provides guidance for implementation in an industrial engineering course.