Concept paper writing

1. ABSTRACT
When there's a deal of discussion on the effectiveness of the flipped classroom, it is critical to
understand how the idea of flipped learning shifts pedagogy. This study investigated the
effectiveness of flipped classroom on the English Performance and Engagement of students in the
blended learning from a public high school in Valencia City. A quasi-experimental research design
was employed in the study. Students in the experimental group were taught through flipped
classroom model while the control group received instruction using the traditional method. Two
questionnaires such as a teacher-made test and Student Engagement Instrument (SEI) were used
to measure the variables. Descriptive statistics and ANCOVA were used to organize the findings
of the study. Results show that there is a significant difference in the English performance of
students exposed to flipped learning model and the non-flipped learning model in terms of post-
test scores. On the other hand, there is no significant difference between the flipped-learning and
the non-flipped learning group based on their post levels of engagement. This study points out the
need for school administrators to encourage teachers to maximize the use of the flipped learning
model in enhancing students’ motivation and academic performance.
Keywords: flipped learning, engagement, performance, physical fitness, blended learning

2. INTRODUCTION
1. With its quick changes and growing complexity, today's world brings new demands and challenges to
our educational system. The necessity to adapt and improve student preparation for efficient functioning in a
constantly changing and highly demanding environment is becoming more widely recognized (Suresh et al.,
2018). Educators worldwide are continually searching for teaching pedagogies that best meet the changing
needs of learners. The rise of the new breed of learners compels educators to shift from the traditional
teacher-centered to student-centered learning style, converging not only on how to teach but how to facilitate
learning. Today's Gen Z learners are commonly described as diverse, motivated and digitally connected
individuals. They crave different types of engagement and community and constantly toggle between virtual
and in‐person interactions (Seemiller & Grace, 2015). Moreover, their fondness for technology makes them
learn from previous generations of learners, thus requiring a different approach to teaching and learning.

3. 2. Students have changed over the last two decades. They now appear to have "different" objectives,
goals, and learning preferences than prior generations, maybe due to their technological upbringing. We
need to learn more about these kids to figure out how to engage them effectively (Kelly & Yeigh, 2022).
Now more than ever, educators are faced with how to engage students in remote learning environments
effectively. These environments must account for the diversity of learning and accessibility to all students
while managing student accommodations and learning needs.

4. 3. The use of technology in classrooms has increased aspects of student engagement. (Kelly & Yeigh
(2022) state that student engagement has historically focused on increasing achievement and has been built
around enhancing students' abilities to "learn how to learn" or become lifelong learners.
The teacher-centered method has given way to the student-centered approach, which requires students
to take ownership of their learning, actively participate in learning processes, direct their learning processes,
and create an environment in which students are the center of attention. Problem-solving, critical thinking,
communication, creativity, information, media literacy, cooperation, and self-direction are examples of 21st-
century skills. Self-directed learning is beneficial.

5. 4. Flipped Learning is a relatively recent teaching technique that attempts to boost student engagement and performance
can be improved by transferring lectures via technology and assignments and exercises with classroom topics via learning
activities (Bergmann & Sams, 2012; Tucker, 2012). The central concept of this blended learning strategy is to flip the
traditional instructional approach: in-class instruction is now accessed at home, ahead of time, via teacher-created videos and
interactive lessons, and work that was previously completed outside of the classroom is now completed in class in the
presence of the teacher. A growing trend in education is changing the roles of professors and students in the classroom by
allowing students to pre-learn a subject before receiving instruction in it during class (Abdelshaheed, 2017).
Flipped Learning Model requires students to view instructional videos at home through internet links and files
sent/uploaded on Google Classroom as part of their out-of-class activities. Teacher-made instructional videos ranged from 3-to
10 minutes explaining concepts /competencies covered for the quarter. Activities and tasks are designed during the in-class
sessions, which are done in a virtual classroom. They are handed in any form to foster individualized and collaborative
student-centered learning.

6. 5. Flipped Learning Model requires students to view instructional videos at home through internet links
and files sent/uploaded on Google Classroom as part of their out-of-class activities. Teacher-made
instructional videos ranged from 3-to 10 minutes explaining concepts /competencies covered for the quarter.
Activities and tasks are designed during the in-class sessions, which are done in a virtual classroom. They
are handed in any form to foster individualized and collaborative student-centered learning.
6. Given that less time is expected for lectures and more time for student-centered activities, this
research study sought to improve student engagement and performance by implementing Flipped Learning
Model in the secondary English class.

7. Statement of the Problem
This paper investigated the effect of the flipped classroom on the performance and engagement of the grade 7
students in English test. Specifically, this paper sought to answer the following questions:
1. What is the performance of Grade 7 students in physical fitness exposed to Flipped Learning Model and Non-Flipped
learning Model terms of?
1.1 Pre-Test
1.2 Post Test
2. Is there a significant difference in the English performance of students exposed to Flipped Learning Model and Non-
Flipped Learning Model in terms of post-test scores?

8. 3. What is the level of engagement of students in English before and after exposure to Flipped Learning Model and Non-
Flipped Learning Model?
4. Is there a significant difference between the level of engagement of those exposed to Flipped Learning Model and
non-flipped learning model?

9. History of the Flipped Education
The flipped classroom concept is not new and has developed over time (Johnson & Renner, 2012). Distance
education used educational videos to present content before flipped classrooms. Baker began posting lecture notes
online, extending classroom conversations, and managing online quizzes in 1995, when an online content management
system became available (Philips & Renner, 2014). students were then given more time to apply what they had learned
and take quizzes. Between 1996 and 1998, Baker presented the notion at conferences under "The Classroom Flip"
(Johnson & Renner, 2012). Around the same time, Lage, Platt, and Treglia developed and implemented "The Inverted
Classroom," a similar approach.

10. LITERATURE REVIEW
Flipped Learning
Flipped learning is a mixed learning strategy in which teachers spend less time
teaching and more time interacting with students thanks to technology. It allows
teachers to provide more personalized feedback and assistance to students and
receive feedback from their peers about their performing activities and what
they do not yet understand (Wiley & Gardner, 2013).

11. LITERATURE REVIEW
Flipped Education
Inverting the classroom, also known as flipped education, is a concept that has been implemented in
various ways and is now commonly referred to as Flipped Learning or flipping the classroom. Flipped Learning
is a learning method that involves switching from lecturing in class to participating in various activities. These
activities will be self-learning; as a result, the educator's function will shift from communicator to coach and
facilitator, with lecturing taking place through technology such as online-video podcasting, screencasting, and
other methods. Students in the flipped learning paradigm are responsible for retrieving lessons at home or
outside of school using self-directed learning technologies such as Edmodo, YouTube, Google Apps, Dropbox,
Educreation, and GlogsterEdu Edu Screencast, Socrative, Teaching Channel, Twitter. The assessments to be
carried on in a flipped education shall be various to assess and measure the students' accomplishment of each
lesson's objective (Trairut & Namon, 2015).

12. LITERATURE REVIEW
Features of the Flipped Classroom
Although no two flipped classrooms are alike, as stated in The Flipped Class Manifesto, they all share
some characteristics (Bennett et al., 2012). A flipped classroom is the active, dynamic, and deliberate transfer of
certain aspects of the information delivery outside the classroom to free up time to take advantage of the in-
class session. It can be frequently done with teacher-created online videos. Educators become guides to
understanding rather than distributors of facts. Students become active learners rather than information
receptacles, resulting in a long-lasting preserved and documented tutorial of class content. Advanced students
are not permitted to see the videos again. Students can watch the movie as many times as they want. It frees
more class time for data collection, active collaboration, and application. Learners have instant and
straightforward access to any subject matter, allowing the teacher to expand on higher-order thinking skills and
enrichment.

13. LITERATURE REVIEW
Flipped Learning Model on Academic Performance
Ballotpedia.org defines academic performance as the measurement of student achievement across various
academic subjects. Teachers and education officials measure achievement using classroom performance,
graduation rates, and standardized tests.
Several empirical investigations have shown that the Flipped Classroom Model (FCM) can improve
students' academic performance (Lo et al., 2018). The Model of Flipped LearningThe Flipped Learning Model
helps students prepare for classes and exams, reflected in their academic performance (Zainuddin et al., 2019).
Albert and Beatty (2014) and Sahin et al. (2015) used exam scores to compare the effectiveness of the
FCM to a traditional methodology. The results showed that the FCM delivered much higher scores than the old
model, though not across the board.

14. LITERATURE REVIEW
Flipped Learning Model on Student Engagement
One of the features of Flipped Learning is maximizing class time for deeper student engagement. Student
engagement must be elucidated since flipped learning is a driving force.
Student engagement is the effective participation of students in the learning process and practices, both inside
and outside the classroom, which leads to the ability to observe students' behaviors and outcomes (Bormann,
2014). In simpler terms, student engagement is measured by the different ways students can interact more,
which will help them both inside and outside of the classroom.

15. LITERATURE REVIEW
Flipped Learning Model on Student Engagement
Law, Chung, Leung, and Wong (2017) discussed cognitive, behavioral, and motivational engagement.
Behavioral engagement in the classroom refers to a student's effort, persistence, and participation. The quality
of a student's engagement for learning is more important than the quantity of their engagement. Motivational
engagement refers to a student's level of motivation or drive to participate in the learning process. Emotional
engagement is a subcategory of motivational engagement that has not been as clearly defined in educational
research as behavioral and cognitive engagement. Emotional engagement refers to how a student feels about the
language learning material and his or her surroundings. According to Law, Chung, Leung, and Wong (2017),
collaborative learning activities may improve overall student engagement in learning.

16. METHODOLOGY
Research Setting
This study was conducted at Valencia National High School, Schools Division of Valencia
City. The school was founded in February 1969 and is situated in Lapu-Lapu St. Poblacion, Valencia City,
Bukidnon. VNHS is considered the biggest school, having a total land area of 4.586 hectares among all the
secondary schools in the division of Valencia City.
VNHS has 9,985 enrolled junior high and senior high school students in the current school year. VNHS offers
different curriculum programs, namely; the Basic Education Curriculum (BEC), Special Science Program
(SSP), Special Program in the Arts (SPA), Special Program in Sports (SPS), Special Program in Journalism
(SPJ), and Open High School Program (OHSP).

17. METHODOLOGY
Research Design
The Flipped Learning Model was tested on the English performance and engagement of grade 7
students in the blended learning modality using a quasi-experimental research design with two intact classes.
The flipped learning model was used by one group, while the non-flipped learning model was used by the other.
Prior to the study, both groups were given a validated teacher-created pre-test and a student engagement
checklist to collect baseline data.
The post-test and the engagement checklist were given to the same group after the experiment. It
looked into whether there were substantial differences in the test results and a shift in how seriously they were
taking the English lessons.

18. METHODOLOGY
Participants and Sampling Procedure
The participants of this study were the two (2) entire sections of grade 7 under the Special Science
Program (SSP) of Valencia National High School. They were officially enrolled for the school year 2021-2022.
They were purposively selected to participate in the study. One (1) intact section (section A) served as the
controlled group, and the other section (section B) served as the experimental group. Before these groups of
students were enrolled in the SSP, they underwent a qualifying examination which was the basis to determine
whether they were eligible to be in the SSP curriculum. Both groups belonged to the high-performing class in
grade 7. There was no first or second section; students were equally competent. These students in the SSP
curriculum were expected to maintain grades, not below 88, especially in Science, Mathematics, English, and
Research as the core subject. Students with grades below the standard in any grading period would be culled for
the next school year. Section A comprised 32 students, while section B consisted of 33 students.

19. METHODOLOGY
Research Instruments
I. English Assessment
Pre- and post-tests on physical fitness were the instruments employed in this investigation based on
the English Most Essential Learning Competencies (MELCs) of the fourth quarter. A forty (30) item multiple-
choice test question based on the Most Essential Learning Competencies (MELCs) will serve as a pre-test/post-
test instrument covering the lessons/topics under the timetable when the intervention or implementation was
implemented. The constructed items will examine the effect of the flipped classroom on the performance of
grade 7 students.

20. METHODOLOGY
I. Non-Academic Assessment
Students` Engagement
To determine the engagement of the students, the researcher adapted Student.
Engagement Instrument (SEI) was developed by Appleton et al. (2006). The scale is a five-
point scale from highly engaged to not engaged. The scoring procedures will be as follows:
Scale Range Description Interpretation
5 4.50-5.00 Strongly Agree Highly Engaged
4 3.50-4.49 Agree Engaged
3 2.50-3.49 Neutral Moderately Engaged
2 1.50-2.49 Disagree Less Engaged
1 1.00-1.49 Strongly disagree Not Engaged

21. METHODOLOGY
Validity and Reliability of the Instruments
The division office experts validated and verified the academic and non-academic instruments. To
determine whether the item will suit to answer the study's objectives. Likewise, a pilot test was conducted in
another school offering the same program as the study group and with the same characteristics of participants.
The teacher-created exam was discovered to have an alpha coefficient of 0.833, indicating high internal
consistency.
On the other hand, the student engagement questionnaire indicates high internal consistency.

22. METHODOLOGY
Data Gathering Procedure
The pre-test/post-test and the student engagement checklist were administered initially to pilot groups
bearing the same characteristics as the study participants. After which, a letter to the participants' parents was
sent asking for their voluntary participation in the realization of the study. Orientation was also given to the
experimental and control groups, who were asked for their voluntary participation upon the start of the
intervention.
A teacher-made pre-test and an adopted student engagement checklist were administered to both groups
during the study. These gave relevant information about the students' basic knowledge of the topics covered and
observation and experience in learning Physical Education. Their scores and responses were tabulated as
baseline data.

23. METHODOLOGY
Data Gathering Procedure
Afterward, the participants were exposed to Flipped Learning Model of instruction and the non-
flipped learning model. Section A, composed of 33 students, was handled with Flipped Learning Model, while
Section B, with 33 students, received the non-flipped learning mode of instruction. Both groups had their in-
class sessions in a virtual classroom, while out-of-class activities were handled using a blended learning
modality.
The group subjected to Flipped Learning Model was asked to view instructional videos at home
through internet links and files sent/uploaded on Google Classroom as part of their out-of-class activities. These
adopted instructional videos from DepEd TV ranged from 10-25-minute videos explaining concepts
/competencies covered for the quarter. During the in-class sessions, which were done in a virtual classroom,
activities and tasks were designed and handed in to foster individualized and collaborative student-centered
learning. A combination of formative and alternative assessments was utilized to measure the concepts'
understanding

24. METHODOLOGY
The other group was immersed in the non-flipped learning model by which instruction of concepts and
competencies was done mainly in a lecture-type approach during in-class sessions in a virtual classroom. They
were assessed using paper-and-pencil tests after a discussion of a lesson.
The participants were under the intervention for two weeks. A post-test was administered at the end of the
intervention period to examine whether there was a significant difference in their academic achievement and
engagement.
The participants were given a simple token to show appreciation for their voluntary participation. To
be fair to individuals taking part as this study is voluntary, it has nothing to do with their academic success.

25. METHODOLOGY
Statistical Techniques
The study used mean and standard deviation (SD) to determine the students' pre-test and post-test
performance. Simultaneously, Analysis of Covariance (ANCOVA) was used to determine whether there was a
significant difference in post-test results between the two groups.