Flipped Classroom: Maximizing Face Time in Teaching and Learning

Abstract

The focus of this quasi-experimental study was to assess the effectiveness of flipped classroom as a pedagogical strategy in teaching courses across disciplines. Specifically, the study looked into the performance of the two hundred thirty-eight (238) purposively chosen students in the conventional and flipped classes in the different courses such as Literature of the Philippines,
Nursing Informatics and Field Study1. Furthermore, it also examined the students’ motivation and engagement level in different groups and the challenges in the implementation of a flipped classroom. Pre-test –Post-test design supported by qualitative data was used. Data were gathered using the validated questionnaires and interviews done with focus group discussion (FGD) and triangulation to crosscheck its trustworthiness. T-test and thematic analyses were utilized in analyzing the data. Results revealed that students performed better in their flipped classes across disciplines. They were highly motivated and engaged in their respective classes for they can study the lessons at their own pace, time and place. Scaffolding for instructional delivery through technology like videos, online modules, and activities prepared by the professors provided students the avenue to maximize learning. Internet access and slow connection made the flipped classes difficult for professors and students. Despite the limitation of the educational technology to engage learners, flipped classroom was effective in maximizing face time in teaching and learning across the three (3) courses and three (3) different programs. Thus, flipping classes for blended learning for instructional delivery was innovatively responsive in this 21st century.