Date of Publication

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

Minie Rose C. Lapinid

Defense Panel Chair

Auxencia A. Limjap

Defense Panel Member

Levi Esteban Elipane
Rosie L. Conde

Abstract/Summary

Providing students with interventions and helping them to stay motivated by creating an environment that makes them interact is essential to attaining academic achievement. This action research explores the flipped classroom's impact on the students' achievement motivation. Also, a significant focus has been on how students interacted with their classmates, the teacher, and the content. The online course management MyOpenMath was utilized in the first cycle of the study. The utilization of a mixed methods approach produced more insights into the intervention. For the quantitative method, descriptive statistics was utilized in the study to analyze the results of the adapted Four Dimensions of Achievement Motivation, Flanders' Interaction Analysis Matrix, and students' Chapter Test grades for academic achievement. For the qualitative method, the observations by the department chair were utilized to establish themes. It is through concurrent triangulation that the researcher understood convergence, differences, and combination of data. The data show that there has been a significant result in the achievement motivation and interaction of student participants. Ultimately, the goal of this action research was attained when no student failed in their Chapter Test.

Abstract Format

html

Note

Undated; Publication date supplied

Language

English

Format

Electronic

Keywords

Mathematics—Study and teaching; Flipped classrooms; Student growth (Academic achievement)

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Embargo Period

12-18-2025

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Available for download on Thursday, December 18, 2025

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