Metacognitive awareness and conceptual understanding in flipped physics classroom

Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Physics


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Voltaire M. Mistades

Defense Panel Member

Lydia S. Roleda
Socorro E. Aguja
Voltaire M. Mistades


This study aimed to improve the teaching of energy and momentum topics using the Flipped Classroom. The change in students metacognitive awareness and conceptual understanding after the intervention was explored. Action Research Design using Demings PDSA Model was employed. This study also used the quasiexperimental approach. The participants in this study were two Grade 9 high school classes that were assigned as the treatment and the control groups. Flipped Classroom was implemented in the treatment group while the traditional method was used to the control group. To ensure the conduct of the Flipped Classroom, three teachers were asked to observe the classes. The responses using the FCOF revealed that during the implementation, the four components of the Flipped Classroom were effectively followed. Meanwhile, students perception on the implementation of the Flipped Classroom were gathered using SPS. After the intervention, the students have shown positive feedbacks on the utilization of technology and provision of various activities in the classroom. MAI and EMCS were also administered as pretest and posttest. As a result, a significant improvement was noted on the level of metacognitive awareness and conceptual understanding of the students in the treatment group. This implied that implementing Flipped Classroom has enhanced students metacognitive awareness since it has features that help develop students awareness in their own thinking. Lastly, the relationship between students conceptual understanding and the components of metacognition were explored. Based on the results, there was a moderate relationship between conceptual understanding and all the components of metacognition except procedural knowledge. Outcomes of this research yielded positive impact from the Flipped Classroom model to the students understanding and metacognitive awareness. Moreover, it improved the teaching practice of the researcher in general.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 in.


Physics--Study and teaching

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