PRACTICAL RESEARCH 2

GROUP ACTIVITY #5
STRAND AND SECTION: H.E – 1 GROUP NO.: 1
GROUP MEMBERS: Ghian Sagun GROUP LEADER: Emmanuel Ancheta
Jhon dave balagbagan
Jaylord Germina
Jansen Cristobal
Louielyn Copiera
Jerry Martinez Escarez
Jerry Diana
ASSISTANT LEADER: Ghian Sagun
RESEARCH TOPIC: A Comparative analysis the effectiveness of Actual vs.
.online performance in making bread and pastry of grade 12 home economics
students of arellano university Andres Bonifacio Campus

INSTRUCTION: Fill in the needed information. At least 5 articles/research/journals/books etc., each foreign and local literature and study. We will
be using APA format in PR2.

THE REVIEW OF RELATED LITERATURE AND STUDIES

FOREIGN LITERATURE
AUTHOR, PUBLISHER, YEAR, TITLE, COPY PASTED ARTICLE MODIFIED/PARAPHRASED ARTICLE
SOURCE TYPE (APA FORMAT)
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.
FOREIGN STUDY
AUTHOR, PUBLISHER, YEAR, TITLE, COPY PASTED ARTICLE MODIFIED/PARAPHRASED ARTICLE
SOURCE TYPE (APA FORMAT)
1. According to academia 1. Online education is becoming more and 1.
blog, May 2021 more popular amongst students around
the world. Although many people consider
https://www.academia21.c an online degree to be a lesser form of
om/blog/2011/05/23/pros education, they would be surprised to
-cons-studying-online/ learn that a recent study undertaken by
SRI International (on behalf of the U.S.
Department of Education) concluded that
“on average, students in online learning
conditions performed better than those
receiving face-to-face instruction.” This
study echoes the sentiments of many
students, whether they study English,
Economics or Engineering – it is time to
start taking online education seriously.

So what are the pro’s and con’s of studying

online?

Pro: Increased Flexibility

The biggest advantage to studying online
is the increase in flexibility. You can study
when you want to, how you want to,
where you want to. This does not mean
that the workload is less for a student
studying online, only that they have more
flexibility in when, how and where they
study. This flexibility is why an online
education is very popular with mature-age
students who have other commitments,
such as work or children.

Con: Reputation

Many firms and institutions are quick to

dismiss an online education. If two
candidates are interviewed who are
exactly in the same in every respect,
except one studied at a conventional
university and the other studied online, in
many cases the student who studied
online will miss out.

A positive sign is that many traditional

universities, such as the Melbourne
Business School, have extended enrolment
to online students. But until online
education becomes more commonplace
and accepted in society, reputation
remains a definite disadvantage.

Pro: Ease of Access

All you need to study online is a computer

with internet access. All of your study
materials lectures and assignments are
sent to you via email or some kind of file
transfer system. Even your
correspondences with lecturers are wired,
with email and video calls via Skype widely
used.

Con: Lack of Social Interaction

One of the biggest disadvantages in

studying online is the lack of social
interaction. This is especially relevant for
young undergraduates who should be
making friends and having a great time.
University is important for your career, but
don’t forget that you will meet friends at
uni that will last you a lifetime.

Pro: More Affordable

Studying online dodges many financial
bullets that regular students have to bear
the blunt of. Transports costs can add up
to hundreds per week, the prices at the
cafeteria can be, at times, ludicrous and
textbooks can set you back thousands of
dollars per semester. The student who
studies online has to pay a set annual fee,
and that’s it.

Con: Fewer Courses

The internet is an emerging phenomenon;

it is still in the infant stage of its
development and so it should be of no
surprise that there are some shortcomings
to an online education. Courses that
required hands-on experience, such as
Neurology or Chemistry, are simply
unsuited to online education.

There are both advantages and

disadvantages to studying online. With
this article in hand, you will be able to
make an informed decision on whether to
study via traditional means, or to study

2. Worrall, 2015;
Batura,2015; Bidgori,2015; to grow in
Hughes,2015
Learning Online: A Case
Study Exploring Student
Perceptions and
Experience of a
Course in Economic
Evaluation
https://files.eric.ed.gov/ful online learning are varied including, but
ltext/EJ1093737.pdf
online.
2. The number of online courses continues 2.
higher education, with many universities
placing
greater emphasis on expanding access to
online
education (Muirhead, 2007; Song,
Singleton, Hill, &
Koh, 2004). The drivers behind the fast
growth of
not limited to
increasing accessibility, advances in
communication
technologies, increasing student demand
for online
flexible or distance learning, institutional
need to
maintain a competitive offering of diverse
learning
platforms, and positive financial gains to
institutions
and students (Ali, Hodson-Carlton, & Ryan,
2004;
Muirhead, 2007; Song et al., 2004; Sun,
Tsai, Finger,
Chen, & Yeh, 2008).
A variety of research studies have
investigated
distance and online learning, originally
from the
perspective of faculty involved in the
design and
delivery of such courses (Ali et al., 2004;
Song et al.,
2004). In the last few years, however, the
emphasis has
shifted, and several authors (Ali et al.,
2004; Dyrbye,
Cumyn, Day, & Heflin, 2009; Ellis &
Goodyear, 2010;
Ellis, Weyers, & Hughes, 2013; Goodfellow
& Lea,
2007; Hughes & Daykin, 2002; Kim, Liu, &
Bonk,
2005; Ku & Lohr, 2003; Morris, 2011;
Muilenburg &
Berge, 2005; Sit, Chung, Chow, & Wong,
2005; Song
et al., 2004; Sowan & Jenkins, 2013; Sun et
al., 2008)
have explored students’ perceptions,
practices and
experiences of online learning. These
studies, using
quantitative surveys (Muilenburg & Berge,
2005; Sit et
al., 2005; Sun et al., 2008), qualitative
studies (e.g.
Dyrbye et al., 2009; Morris, 2011) or mixed
methodology designs (Paechter, Maier, &
Macher,
2010; Sowan & Jenkins, 2013), have
identified positive
and negative aspects of online learning
from students’
perspectives, such as flexibility,
convenience, technical
problems, delays in feedback, and feelings
of isolation.
Studies of students working with learning
technologies
(Ellis et al., 2013, Goodfellow & Lea, 2007,
Gourlay &
Oliver, 2014) have also revealed wide
variation in
student conceptions, approaches, and
practices. In their
study of campus-based undergraduates,
Ellis et al.
(2013) found a significant relationship
between
variations in conception and approach and
variations in
achievement.
Further research on students’ experience
of online
learning may be particularly important
since rapid
advances in information and
communication
technology (ICT), and the changes these
have brought
to the design and delivery of online
courses, change
learners’ perceptions of their online
learning experience
(Song et al., 2004). Therefore, continuous
investigation
of students’ perspectives of online
learning is needed to
improve the design of online courses and
optimize the
student learning experience. That said, as
a core
function of higher education is to educate,
and a
positive student experience may not
necessarily be an
instructional one, an important extension
of this would
be to focus on the nexus of learning and
teaching with
research that explores or highlights
pedagogical
approaches to improve not only the
learners’ online
learning experience, but also the breadth
and depth of
learning on these courses.
University College London’s (UCL) Institute
for
Global Health runs an MSc in Global
Health and
Development. Like many higher learning
institutions, UCL
is keen to expand student access to online
learning (UCL,
2010, 2011). One of the optional modules
in this MSc is
entitled “Economic Evaluation in Health
Care.” Economic
Evaluation is an intensive course designed
to equip students
with both a theoretical understanding of
the epistemology of
Skordis-Worrall, Haghparast-Bidgoli,
Batura, and Hughes Learning Online 414
Economic Evaluation techniques and the
practical skills to
conduct their own basic cost effectiveness,
cost utility, and
cost benefit analyses. For two years this
course was
delivered using a conventional, classroom-
based approach.
The course was well evaluated by
students, but the course
conveners felt that the practical nature of
the course content
(i.e. a combination of interactive tutorials
and practical
exercises using technologies such as
spreadsheets) lent itself
better to an online learning environment,
and they elected to
move the module to a new platform.
However, there was
some concern about how students might
receive the move to
online learning. As such, it was decided to
 formally
investigate the student experience. This
paper reports the
findings of that evaluation.
3. Nguyen, 2015 3. The physical “brick and mortar” 3.
The Effectiveness of Online classroom is starting to lose its monopoly
Learning: as the place of learning. The
Beyond No Significant Internet and the World Wide Web have
Difference and Future made significant changes to almost all
Horizons aspects of our lives
ranging from a global economy, personal,
https://jolt.merlot.org/Vol and professional networks to sources of
11no2/Nguyen_0615.pdf information, news, and
learning. The Internet has made online
learning possible, and many researchers
and educators are
interested in online learning to enhance
and improve student learning outcomes
while combating the
reduction in resources, particularly in
higher education (Farinella, Hobbs, &
Weeks, 2000; Kim & Bonk,
2006; Pape, 2010). Moreover, there have
also been increases in demand for online
learning from
students from all walks of life. Given the
exponential—some would say precipitous
 —growth of online
education and its potential in higher
education, it is imperative that researchers
and educators examine
the effectiveness of online learning in
educating students compared to
traditional face-to-face learning.
Thus, this paper addresses the question of
“To what extent does the body of work on
online learning
indicate that online learning is as least as
effective in educating students as the
traditional format?”
4. Nfor, Solomon Kumbong, 4. In institutions of higher education in the 4.
"Online Versus Face-To- United States, the online enrollment of
Face Nutrition Courses at a students
Community College: A as a percentage of total enrollments from
Comparative Study of fall semester 2010 to fall semester 2011
Learning Outcomes" increased from
(2015). Theses & 29.2% to 32.0%, indicating that 6.7 million
Dissertations. 29. students from this academic year took at
least one
https://athenaeum.uiw.ed online course (Allen & Seaman, 2013). The
u/cgi/viewcontent.cgi? new landscape in higher education,
article=1031&context=uiw characterized by
_etds use of social media, wikis, blogs, and
modern technological tools, requires new
skills of students
with the ability to process and connect
information (Del Moral, Cernea, &
Villalustre, 2013).
According to Del Moral and colleagues,
these skills will help faculty contribute to
the creation of
knowledge while providing feedback, and
will improve diversity.
The improvement in information and
communication technology facilitates
implementation of emerging education
techniques (Andronie & Andronie, 2014)
such as mobile
learning. This form of learning is popular
with young students because of their
receptivity and
ability to use these technologies.
Considered different from traditional
online learning,
Mlearning allows students to access
information and learn anywhere on any
device. Mobile
phones, tablets, laptops, and other
handheld devices with connections to the
Internet give access
to content through apps, online and
 offline, which are particularly attractive to
younger students.
However, a report by the National Center
for Education Statistics (2011) indicated
that in the
2007–2008 academic year, only 27% of
students enrolled in online computer and
information
sciences, and online enrollment in natural
sciences was at the bottom with 14%.
Students 30
years or older were more likely to enroll in
distance learning, followed by those in the
24 to 29
age category (National Center for
Education Statistics, 2011).
5. Arias,2018; 5. Online educational opportunities have 5.
Swinton,2018; blossomed as parents, students, college
Anderson,2018 and
Online Vs. Face-to-Face: A university administrators and state and
Comparison of Student federal legislatures try to grapple with the
Outcomes with Random problem of increasing education costs. The
Assignment potential advantages of offering courses
online are numerous: There is a perception
https://files.eric.ed.gov/ful that online classes are a more
ltext/EJ1193426.pdf costeffective way to offer some courses.
Students and teachers need not physically
meet
in a classroom. Therefore, people in
remote areas can have access to courses
to
which they might not have had access
otherwise. In the case of asynchronous
courses, students can more easily fit their
learning time into their schedule. This
allows more flexibility, particularly to the
non-traditional students who may have
family or work obligations not normally
associated with the traditional
undergraduate
student population. More students can
consume the material simultaneously
without
stretching classroom capacity.
At the same time, according to a 2016
study by the World Economic Forum
(World
Economic Forum, 2016), the demands of
the 21st Century workplace increasingly
require students to master a more
extensive set of skills, such as
collaboration and
problem-solving, than past generations
had to learn. A college degree in and of
itself
is not as important as the mastery of
needed skills for many employers
(Calderon and
Sidhu, 2014). Herein lays the conundrum:
Does the online classroom represent a
reasonable substitute for the traditional
face-to-face classroom? Are the skills that
students master comparable between the
two delivery approaches?
For all of the advantages online classes
offer, doubts remain as to whether or not
online education can live up to its
promises. For example, Hoxby (2014)
examines the
sustainability of online education at both
non-selective and highly selective
institutions. She concludes that the
massive use of online education is only
sustainable with some non-selective
institutions. In a separate study, Hoxby
(2017)
also finds that there is little to no evidence
of either large cost savings or large
returns-on-investment for online
education. (In fact, she finds that students
personally pay more for online education
relative to face-to-face education.)
Although
the online approach offers freedom, it
requires more discipline from both
students and
educators. Students must make the effort
to complete the material within the
required time frame. They need to muster
the discipline to progress through the class
in a timely manner – a discipline
traditionally imposed by the class
schedule. When a
class does not meet in a particular place or
at a particular time educators must plan in
advance to ensure that all material is
available and assessed in a timely manner.
Educators must also make sure the person
getting credit for the class is, indeed, the
person who does the work in the class. But
perhaps the most important concern is
whether or not online courses offer
learning opportunities that are
comparable in
quality to traditional, face-to-face courses.
Such assessment is notoriously difficult to
conduct.
While many educators have offered
various opinions of the efficacy of online
classes,
there is, as of yet, no definitive ruling on
the value of online learning relative to
faceto-face learning. Numerous factors
impede progress in our understanding.
First,
there is no concrete definition of what it
means for a class to be an “online” class.
For
some, it means that some ancillary
content such as lecture notes or practice
quizzes
reside in an electronic format easily
accessible to students while the classroom
itself
remains in the traditional format. For
some, it means that all content – lecture
videos,
PowerPoint slides, class notes, quizzes,
chat rooms – exist exclusively in electronic
format. Various mixes of the approaches
are legion. Of most interest to many
researchers are the forms of online
teaching that can be thought of as
complete
substitutes for the face-to-face format.i
 Second, it is very difficult to devise an
Arias, Swinton & Anderson – Volume 12,
Issue 2 (2018)
© e-JBEST Vol.12, Iss.2 (2018) 3
experiment that isolates the effect of
having a class online relative to a
traditional
face-to-face class. The research
community in general frowns upon (with
good
reason) using students as test subjects
without imposing strict conditions to
protect
the welfare of the students involved.
Therefore, strict laboratory experiments
are
pretty much out of the question.
Nevertheless, to test the efficacy of the
online
delivery format one would want to avoid
asking students to volunteer to take the
online class as opposed to the face-to-face
class. Given the choice, most students
would gravitate toward the class format in
which they believe they are most likely to
excel. This self-selection problem will bias
any comparison between the two venues.
In fact, an extensive literature search
conducted by the U.S. Department of
Education
in an effort to summarize the research
concerning the efficacy of online delivery
of
course content found no experimental
studies prior to 2006 with sufficient design
and
data gathering techniques to qualify as a
truly random draw study (Means et al.,
2010). In this study we describe a protocol
for constructing a random assignment
experiment that we hope will be a model
for others to replicate.
While student self-selection is a hurdle, so
is instructor self-selection. Just as students
would normally gravitate toward the
course venue in which they expect to do
the best,
instructors tend to gravitate toward their
relative strengths given the opportunity. It
is difficult to compare student outcomes
when you cannot control for instructor
input.
We address one facet of this problem in
that the same professor teaches both
sections
of the course. We do not address the
problem completely, however, because
with
only one professor we cannot tell how
much of the observed effects of differing
delivery methods are due to
characteristics unique to him. Therefore,
we hope to
encourage others to replicate our study in
which the same professor teaches
students
in both venues. Individual instructor
characteristics will become less of a
confounding
factor through the accumulation of
multiple replications of the study.
This study proceeds with a review of the
existing work in the area and highlight
some
of the areas in which this work offers some
advances in our understanding of the
efficacy of online education. The following
section presents a workable protocol to
determine the role online education can
play in higher education. The second
section
 addresses the selection issue present in
most previous studies and describe our
approach to randomizing the assignment
into control and treatment groups.ii
The
third section describes the course set up
and the data gathering process. The next
section provides a summary and analysis
of the data. A discussion of the results and
conclusions wrap up the study. The results
demonstrate some evidence that the
mechanism researchers use to compare
the performance of online students to
traditional face-to-face students may be
an important driver of their results.
Furthermore, there is reason to doubt that
the two pedagogical approaches are
interchangeable.

LOCAL LITERATURE
 AUTHOR, PUBLISHER, YEAR, TITLE, COPY PASTED ARTICLE MODIFIED/PARAPHRASED ARTICLE
SOURCE TYPE (APA FORMAT)
1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

LOCAL STUDY
AUTHOR, PUBLISHER, YEAR, TITLE,
SOURCE TYPE (APA FORMAT)
1. Francisco,2020;
Barcelona,2020
Effectiveness of an Online
Classroom for Flexible
Learning
https://files.eric.ed.gov/fullte
xt/ED607990.pdf
COPY PASTED ARTICLE MODIFIED/PARAPHRASED ARTICLE
1.Typical learning usually happens inside 1.
the classroom
setting and having a face-to-face
interactions with their
teachers. But when typhoons, floods,
calamites and other
emergencies come in, what can teachers
do so as not to
compromise learning?
Singapore, Taiwan, Hongkong, Japan and
other parts of
Asian countries have already advanced
their technological
capabilities in terms of the delivering
quality instructions.
Web-based learning refers to the type of
learning that uses the
Internet as an instructional delivery tool
to carry out various
learning activities. It can take the form
of a pure online
learning in which the curriculum and
learning are
implemented online without face-to-
face meeting between the
instructor and the students, or a hybrid
in which the instructor
meets the students half of the time
online and half of the time
in the classroom, depending on the
needs and requirement of
the curriculum. Web-based learning can
be integrated into a
curriculum that turns into a full-blown
course or as a
supplement to traditional courses.
As a supplement to the traditional
courses especially in
times of emergencies, Eliademy is a
virtual learning
environment for course creation in
universities, colleges, etc.
by which educators can use this platform
to create their webbased classroom to
teach students online. Along with the
creation of courses, they also have the
option to start
discussions on the courses at any point
of time. Features like
invitation to external members and
tasks assignment allows
users to easily monitor each other’s
learning and progress on
a course. Courses having sub-topics can
be easily managed
and taught here while utilizing all basic
features like Course
description, Tasks, Discussion and
invitation to external
members. With extra features like
adding pictures,
presentations, files, YouTube & Vimeo
videos users can
easily create more engaging courses.
This app is good for
individuals and institutions that are
looking to setup their own
online course management system
which educators can use to
manage their classrooms online.
Several studies have shown that
technology integration
have been affecting academic excellence
and the quality of
the delivery instructions by the teachers.
For instance, an
study investigated the differences in
perceptions and attitudes
toward technology integration of K-12
public school teachers
in rural, suburban, and urban
environments [1]. The purpose
was to examine the relationship
between frequency of use and
perception of effectiveness of web-
based learning tools based
upon the type of school setting. The
research found teachers
from urban schools trailed rural and
suburban schools in
usage and perception. Suburban schools
indicated the highest
perceptions of technology effectiveness,
followed by their
rural peers. Current teachers,
administrators, and teacher
educators may benefit from this insight
to identify the most
effective technologies, as well as work
focus on improved use
of technology, particularly in the urban
classroom.
Popular researchers designed a web-
based learning system
using a set of scaffolding procedures and
collaborative
learning techniques to enhance
students' creative writing in
the classroom [2]. Guiding questions are
meant to be
suggestive of creative association to
foster their creative
thinking. Through peer assessment,
students could learn from
others' thinking methods while
appreciating and criticising
their writing. After the system was
developed, an evaluation
experiment was performed. Compared
with the control group,
participants who used the system to
assist writing showed
International Journal of Academic
Multidisciplinary Research (IJAMR)
ISSN: 2643-9670
Vol. 4, Issue 8, August – 2020, Pages:
100-107
www.ijeais.org/ijamr
101
significant improvements after three
times trainings.
Meanwhile, other study stated that the
typical "flipped
classroom" delivers lecture material in
video format to
students outside of class in order to
make space for active
learning in class. Interactive video
vignettes incorporate
evidence-based teaching strategies to
address known areas of
confusion for entering students [3]. Each
includes a liveaction scenario with
undergraduates investigating a
biological
problem with a realistic experiment that
users participate in.
Through the course of each 10-20
minute video, users are
required to make predictions, answer
questions, collect data

2. Lapitan jr. 2021;
Tiangco;2021;
Sumalinog,2021;
Sabarillo,2021; Diaz,2021
An effective blended online
teaching and learning strategy sudden change to online instruction
during the COVID-19 pandemic raised concern among many teachers
and draw conclusions. Branching and
reflection of previous
answers allows each user to have a
personalized experience.
Research into how students learn with
these tools is being
used to develop entire modules that will
incorporate the IVV
as a priming activity to be done as
homework, along with
suggested activities to be done in class
that take the
introduced concepts deeper and/or
broader. The findings of
this study indicated that using a web-
based classroom was
really a significant contributor of
students’ improvement in
learning.
2. The Coronavirus Disease 2019 (COVID- 2.
19) pandemic has dramatically changed
the higher education system in the
Philippines with a distinctive shift in
online instruction as an effort to limit
further transmission of the virus. This
 and students because a large segment of
https://www.ncbi.nlm.nih.gov the population have unstable internet
/pmc/articles/PMC7847201/ access and limited electronic devices
(Pastor, 2020; Mirandilla-Santos, 2016).
Since the pandemic started and
presently shows little signs of declining,
worries whether internet connection
would not suffice to support online
education persist as a challenge.
Undergraduate Chemical Engineering
students are required to take Analytical
Chemistry and Physical Chemistry 1
courses during their first and second
year of studies at universities in the
Philippines. The Physical Chemistry 1
curriculum for Chemical Engineering
undergraduate students includes topics
in properties of gases, laws of
thermodynamics, and phase equilibria.
The Analytical Chemistry course includes
topics in chemical equilibrium, classical
quantitative analysis, and instrumental
methods analysis.

The second term of the academic year

(AY) 2019–2020, which is from January
to May 2020, at the University of Santo
Tomas (UST) was indefinitely suspended
at around March due to the steadily
increasing COVID-19 cases in Metro
Manila, risks and local transmission
concerns of COVID-19. This led to all
courses being advised to shift online
until the end of the second term. Due to
the projected continuous increase of
cases, it was also later decided by the
University that online classes will be
implemented until the first semester of
AY 2020–2021 (August to December
2020). The sudden shift to full online
instruction led faculty members to
adjust their teaching plans, teaching
styles and assessment methods.
Students also faced the challenge to
quickly adapt to the “new normal” in
higher education setting. The shift to
online instruction was a contingency
plan to secure the continuation of the
courses offered by the University and
enable students to continue with their
studies. However, developing countries,
like the Philippines, have areas that do
not have a reliable or existent internet
connection which posed a great and
major challenge to the shift to full online
instruction.

As the immediate future is uncertain

with new outbreaks and looming
lockdowns, many instructors had to
consider online instruction, which can be
given in one of three pedagogical
approaches: (1) synchronous, (2)
asynchronous and (3) blended learning
strategy. In synchronous online lectures
(real-time), instructors and students
meet online using a video conferencing
software during the designated class
hours and instructors give lectures on
the course. Students participate in the
lectures and are able to ask questions
vocally or via live text chat. In
asynchronous lectures, instructors
record lecture videos and upload them
in Blackboard learning management
system (LMS) or YouTube, so that
students can access them in their most
convenient time.

The blended online learning strategy is

deemed to be the most practical method
to adapt as this combines the
advantages of synchronous and
asynchronous strategies. The main
motivation in choosing the blended
strategy is to increase the student’s
participation in their own learning
process rather than quietly sitting during
a synchronous discussion. The basis of
this approach is the cognitive load
theory, on the basis that novice learners
are immediately overwhelmed by a
large amount of new ideas and
terminologies, and resort to surface
learning (Darabi and Jin, 2013; Seery and
Donnelly, 2012; Seery, 2013). This type
of active learning pedagogy is called
“flipped classroom” approach
(Bergmann and Sams, 2012; Olakanmi,
2017). In this learning approach,
traditional lecture and homework are
replaced by pre-class activities, such as
viewing short, pre-recorded lecture
videos. The class time is devoted to
further reinforce the topics through
problem solving examples, interactive
activities and detailed discussions
(Pienta, 2016; Rau et al., 2017).
However, the synchronous online class
sessions (called the “virtual classroom”)
replaced the traditional face-to-face
class for engaging the students with
activities and guided problem-solving
discussions in the traditional flipped
classroom.

The benefits from flipped classroom

were reported by economists (Lage et
al., 2000). Lage and colleagues showed
that reducing variability in teaching
styles across classroom and
implementing various activities to create
an inclusive classroom resulted to an
improved student performance (Lage et
al., 2000). Several other disciplines have
reported a similar success with
implementing the flipped learning in
materials science courses (Liou et al.,
2016), pharmacy (Koo et al., 2016),
statistics (Peterson, 2016), engineering
education (Kerr, 2015; Chiquito et al.,
2020), computer science (Sohrabi and
Traj, 2016; Davies et al., 2013), and
health science courses (Betihavas et al.,
2016; McLaughlin et al., 2014). In
 chemistry, flipped classrooms were first
introduced in a high school general
chemistry curriculum (Bergmann and
Sams, 2012). There are several
literatures that discuss the benefits that
can be accrued from flip learning in
chemistry courses with most of the
examples presented involve high school
general chemistry (Bergmann and Sams,
2012; Schultz et al., 2014). Moreover,
substantial amount of work has been
published on the effectiveness of the
flipped classroom when implemented
higher education chemistry courses such
as General chemistry, Organic chemistry,
and Biochemistry (Smith, 2013; Fautch,
2015; Seery, 2015; Mooring et al., 2016;
Ojennus, 2016; Bokosmaty et al., 2019).
Interestingly, reports published about
the effectiveness of flipped learning in
calculation intensive courses such as
Analytical Chemistry and Physical
Chemistry are scarce (Fitzgerald and Li,
2015; Esson, 2016). Therefore, it is
important for this paper to contribute to
this current information gap.
3. Rendoque,2019 3. 3.
Effectiveness of Bread and
Pastry Production in Senior
High School Students in Prime
Brilliant Minds Academy

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4. 4. 4.
5. 5. 5.