slides for concept presentation.pptxfgth
- 1. An Experimental Study on the Impact of Flipped Classroom Models on Students’ Learning Outcomes in Earth & Life Science LEO M. AFABLE PhD – EPM Student
- 2. Introduction Research Purpose Research Questions Topic Outline I. II. III. IV. V. VI. Significance of the Study Scope & Delimitation Methodology
- 4. • The flipped classroom reverses traditional teaching by having students study materials (e.g., videos, readings) at home and use class time for discussions, group work, and interactive activities, fostering active learning and student responsibility (Lo & Hew, 2023; Abeysekera & Dawson, 2022).
- 5. • This model is well-suited for Earth and Life Science, as it allows students to apply concepts like ecosystems and geological processes in hands-on ways, addressing the need for deeper understanding of environmental challenges like climate change (Kim et al., 2022; Kollmuss & Agyeman, 2022).
- 6. • Research on the flipped classroom focuses mostly on higher education or other subjects like chemistry, leaving a gap in its application to high school Earth and Life Science (Lo & Hew, 2017; Smith & Jones, 2023).
- 7. • The flipped model is expected to enhance students’ understanding, engagement, and critical thinking through active learning activities such as problem-solving and group discussions, improving academic performance (Hwang et al., 2023; Kim et al., 2022).
- 8. • This study will explore how pre- class content, in-class activities, and technology work together to enhance Earth and Life Science education, helping educators optimize the flipped classroom approach for this subject (Lo & Hew, 2023).
- 9. • This study will provide insights into how the flipped classroom enhances understanding, engagement, motivation, and critical thinking in Earth and Life Science, offering recommendations to improve high school science education and address global environmental challenges (Wang et al., 2023).
- 10. II. Research Purpose To explore the effect of the flipped classroom model on learning outcomes in Earth and Life Science among senior high school students. To compare the flipped classroom model with traditional teaching methods Improving teaching strategies. Enhancing STEM education.
- 11. III. Research Questions 1. What is the effect of the flipped classroom model on students’ academic performance in Earth and Life Science? 2. To what extent does the flipped classroom model improve students' retention of Earth and Life Science concepts? 3. Is there a significant difference in performance between flipped and traditional teaching methods?
- 12. Students: Enhanced learning outcomes and critical thinking. Teachers: Insights into innovative teaching strategies. School Administrators: Data for curriculum and instructional decisions Policy Makers: Advocacy for modern teaching methods. Researchers: Contribution to literature on flipped classrooms. Parents & Guardians: may benefit indirectly from the study by supporting a more engaging learning environment for their children. IV. Significance of the Study
- 13. V. Scope and Delimitation Focus on senior high school students in Earth and Life Science. Topics: Formation of the Universe and Solar System, Earth’s Subsystems, Earth’s Internal Structure. Scope
- 14. V. Scope and Delimitation Excludes other innovative teaching methods and subjects. Limited to flipped classroom models and specific topics in Earth and Life Science. Delimitation
- 15. Methodology VI.
- 16. True experimental design to evaluate the flipped classroom model's impact on Earth and Life Science learning outcomes. Students will be randomly assigned to an experimental (flipped classroom) group and a control (traditional teaching) group. Pre-tests and post-tests will measure academic performance and the effectiveness of each instructional method. Methodology Research Design
- 17. Methodology Research Respondents • Senior high school students from 11ABM - Garnet and 11HUMSS - Pearl. • Both groups are enrolled in Earth and Life Sciences
- 18. Methodology Research Locale • Arteche National High School, Arteche, Eastern Samar, Philippines. • Focus on 11HUMSS – Pearl and 11ABM – Garnet sections Reasons for Selection: •Diverse student demographics. •Access to necessary resources and facilities. •Ideal setting to evaluate the flipped classroom model.
- 19. Methodology Research Instruments Assessment Instruments: Pre-tests and post-tests will measure learning outcomes, focusing on knowledge retention, conceptual understanding, and critical thinking. Topics Covered: Formation of the Universe and Solar System, Earth's Subsystems, and Earth's Internal Structure..
- 20. • Tests will be piloted in a comparable SHS section at Arteche National High School to refine clarity, reliability, and alignment with the curriculum. Methodology Research Instruments • Instruments will undergo expert review by the Division Science Supervisor, District Science Coordinator, and selected Science curriculum specialists.
- 21. Methodology Ethical Considerations • Consent will be obtained from students and guardians, detailing the study's purpose, procedures, and voluntary nature. • Participant data will remain anonymous, using codes instead of names in records. • Activities will align with regular classroom practices to avoid harm.
- 22. Methodology Ethical Considerations • Participants can withdraw at any time without consequences. • Approval will be sought from the school administration to ensure compliance with institutional guidelines.
- 23. • Two sections, 11ABM - Garnet (flipped classroom) and 11HUMSS - Pearl (traditional method), will participate. Methodology Experimental Procedure • Necessary approvals will be obtained from the school administration, and informed consent will be collected from students and guardians. • Flipped Classroom Model: 11ABM - Garnet will study lecture materials at home and engage in collaborative activities in class.
- 24. • Pre-Test and Post-Test: Pre-tests will assess baseline knowledge, and post-tests will measure learning outcome changes for topics such as the Formation of the Universe, Earth's Subsystems, and Internal Structure. Methodology Experimental Procedure • Traditional Method: 11HUMSS - Pearl will have in- class lectures and standard assignments.
- 25. Methodology Method of Scoring and Interpretation • Analysis: Scores converted into percentages; descriptive statistics and t-tests used to compare experimental (flipped classroom) and control (traditional) groups. • Quantitative analysis comparing pre-test and post- test results.
- 26. Methodology Statistical Treatment of the Data Inferential Statistics Paired t-test: To compare the pre-test and posttest scores within each group to see if there is a significant improvement in their performance after the teaching method was applied. Descriptive Statistics • Summarize pre-test and post-test scores for both groups. • Use means, standard deviations, and frequencies.
- 27. Methodology Statistical Treatment of the Data Independent t-test: • To compare the post-test scores of the experimental group (11ABM - Garnet) using the flipped classroom model and the control group (11HUMSS - Pearl) using traditional teaching. This will determine if the flipped classroom significantly improved student learning outcomes. Analysis of Covariance (ANCOVA): To adjust for differences in students’ initial performance so that any differences in posttest results can be more accurately linked to the teaching method used.
- 28. Conclusion Flipped classrooms provide a promising alternative to traditional methods. This study aims to bridge research gaps on the flipped classroom model in high school Earth and Life Science. Potential to enhance science education and foster environmental literacy.
- 29. Thankyou!