Development of flipped classroom math modules for an emergency remote education setup brought by COVID-19

Date of Publication

7-2023

Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Mathematics

Subject Categories

Educational Methods

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Celina P. Sarmiento

Defense Panel Chair

Minie Rose C. Lapinid

Defense Panel Member

Auxencia A. Limjap
Josephine Luz D. Pineda

Abstract/Summary

The sudden shutdown of the schools and universities led the Department of Education to implement different learning modalities in a remote learning setup. Because of this, experts were asked to create modules that were utilized for the whole school year. Thus, this study implemented a flipped classroom approach and intended to develop flipped classroom math modules in an online setting among grade 10 students. Quantitative and qualitative data were gathered from 45 students who are enrolled in a grade 10 public school students in an urban location. Quantitative data were extracted from the Evaluation of the Module tool, diagnostic tests, three formative tests, and achievement tests. On the other hand, qualitative data were taken from the feedback of the students uploaded in Google Classroom and focus group discussions. To interpret the qualitative data, phenomenological analysis was used and the process mentioned in the study by Pietkiewicz & Smith (2019) was also utilized. Results showed that there is a significant relationship between the performance of the students from the three formative tests and their performance gathered in the achievement test. This indicates that the performance of the students gradually developed throughout the implementation cycle. In terms of the feedback and attitude of the students, results showed a positive remark among the students concerning their experiences in flipped learning, flipped modules, and focus group discussions. However, challenges while implementing the setup were encountered and duly noted. Focus group discussions revealed that some of the students were struggling in joining online classes and delayed responses in answering the tests and live questions during the online class because of the limited internet connection. With regards to the feedback of the students about the module, it is revealed that the appropriateness of the developed module to the flipped learning setup was marked by the students. This denotes that it requires a learning module that is aligned to a certain setup.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Mathematics—Study and teaching; Flipped classrooms

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Embargo Period

8-5-2023

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