FLIPPED CLASSROOM METHOD: LEARNING APPROACH TO INCREASE STEM STUDENTS CONCEPTUALUNDERSTANDING IN PHYSICS

Proponent: Lyka Bugarin-Dela Rosa
Research Agenda
Category: Teaching and Learning
Topic: STEM
Office/School: Bataan National High School – Junior High School

Science-related subjects had always played a crucial role in the educational curriculum, serving as a foundation for critical thinking, problem-solving, and technological literacy. These skills were vital for students to make informed decisions, evaluate public policies, and contribute meaningfully to society. However, despite the importance of science education, research consistently showed that many students at the secondary level exhibited low interest and engagement in subjects like Physics, Chemistry, Biology, and Earth Science. Studies, such as those by Lee and Brophy (1996) and Palmer (2004), revealed that most students were driven by extrinsic motivation rather than genuine interest, which contributed to a negative perception of science education. This disengagement presented significant challenges to educators and policymakers striving to enhance science learning outcomes.

Further research highlighted the poor performance of Filipino students in science-related subjects on international assessments. For example, Osborne (2003) noted that many students viewed science as a burdensome subject, resulting in low academic performance. This was evident in the Philippines’ ranking in the Trends in International Mathematics and Science Study (TIMSS), where the country placed 67th out of 140 countries in 2015-2016. Moreover, the results of the National Achievement Test (NAT) consistently showed that students performed below the national target, with a mean percentage score of only 41.35 percent in science in the 2012-2013 school year (Dela Cruz, 2017). These findings underscored the ongoing struggle of Filipino students to grasp scientific concepts, develop reasoning and analytical skills, and apply their knowledge to real-life situations.

To address this issue, educators and researchers had explored various pedagogical strategies to enhance science education. Studies by Dahar (2011) and Dacumos (2016) emphasized the need for effective instructional materials and innovative teaching methods to improve student engagement and performance. The flipped classroom model, which encouraged students to learn independently through pre-recorded lectures before classroom discussions, gained attention as a promising approach to fostering active learning. While this method had been widely adopted in other countries, its application in the Philippine context, particularly in senior high school science classes, remained underexplored. This study, therefore, aimed to investigate the impact of the flipped classroom model on the conceptual understanding and academic performance of STEM students in Physics, offering potential insights into how innovative teaching strategies could transform science education in the country.