The Effectiveness of Flipped Classroom Activities in Statistics in Improving the Problem-Solving Skills of Grade 11 Students
Alden Jireh Agcongay, Nazareth School of National University (Philippines)
Ma. Claire Agsaulio, Nazareth School of National University (Philippines)
Dhan Deniel Apat, Nazareth School of National University (Philippines)
Cezar Rey Ballad, Nazareth School of National University (Philippines)
Kate Belasa, Nazareth School of National University (Philippines)
Marcus Tracy Daza, Nazareth School of National University (Philippines)
Ma. Christina De Jesus, Nazareth School of National University (Philippines)
Manny Del Rosario, Nazareth School of National University (Philippines)
Rowell Dela Rea, [email protected] (Philippines)
Iana Marybella Psyche Fabula, Nazareth School of National University (Philippines)
Cherrie Princess Franco, Nazareth School of National University (Philippines)
Chairelle Mist Lacap, Nazareth School of National University (Philippines)
James Aldrei Noguera, Nazareth School of National University (Philippines)
Abstract
The flipped classroom model has becoming more popular in education, Due to its paradigm-shifting approach to teaching and learning. This research investigated the flipped classroom activities in enhancing problem-solving skills among grade 11 students in statistics. The study utilized a quasi-experimental design with pre-test and post-test assessments, employing quantitative research methods. A sample of 100 respondents, 11th-grade students from Nazareth School of National University, participated in the study. The data analysis utilized descriptive and inferential statistics and was analyzed using the paired sample t-test. The research instruments include [A] a problem-solving test, [B] students' perceived confidence, and [C] an
assessment of students' perceptions of flipped classroom activities. The data analyzed the effects of Flipped Classroom activities in statistics improving problem-solving skills. The purpose of the research was to provide insight into the positive impact of the flipped classroom model in improving problem-solving skills and offer practical implications for students, teachers, universities, and future researchers. The findings will contribute to the existing literature on the efficacy of flipped classroom strategies and guide further investigations in this area.
Keywords: Flipped Classroom, Statistics, Problem-Solving Skills, Student Assessment
References:
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