Bicol University

GRADUATE SCHOOL
Legazpi, City

Student : Ma. Sharlyn A. Navia

Subject : EdDELM-300: Quantitative Research Methods
Program : Doctor of Education in Educational Leadership and Management
Professor : Arnulfo M. Mascariñas, PhDEF
Sem/Academic Year : Midyear Term 2022
……
CRITIQUING OF THESIS/DISSERTATION

I. Title of the Thesis/Dissertation Manuscript: Flipped Classroom in Teaching Grade

12 Linear Algebra: An Exploratory Study
II. Author: Joemylene L. Sañosa
III. Date of Graduation: 2020
IV. State Briefly the following:
(a) Statements of the Problem

The main purpose of the study was to develop lessons in Linear Algebra using the
flipped classroom strategy and assess the effects of its utilization on the mathematics
competencies and attitudes of Grade 12 students of Bicol Regional Science High School.

Specifically, the researcher sought answers to following questions:

1. What is the competency level of Grade 12 students of Bicol Regional Science High
School in Linear Algebra?
2. What lessons may be developed using flipped classroom strategy in Linear Algebra with
the following features:
a. use of multimedia;
b. opportunity for self-learning and time on task;
c. active learning;
d. guided instruction by the teacher in person;
e. collaborative learning; and
f. use of prior learning?
3. What are the effects of flipped classroom strategy in enhancing:
a. competencies in understanding Linear Algebra concepts; and
b. attitude towards the utilization of the flipped classroom strategy in Linear Algebra?

4. What are the advantages and challenges of flipped classroom from the perspective of:
 a. the teacher; and
b. the students?
5. What are the essential elements for a successful conduct of flipped classroom strategy?

(b) Main Variables of the Study and their Operational Definition

Flipped Classroom Strategy. In this study, this refers to the utilization of the video
lectures to be watched by the students prior to in-class activities and solving set of problems or
exercises off-class. For the in-class instructions, it includes individual and group activities about
their prior knowledge which is supported by the guided instruction of the teacher.

Linear Algebra. In this study, it refers to the elective subject taken by Grade 12 students
of Bicol Regional Science High School and likewise the main focus of this study.

Competency Level. In this study, competency level refers to the level of capacity of the
students in understanding or dealing with concepts in Linear Algebra. The level of analysis is
determined through the prepared guide which was adapted from the DepEd Order No. 73 s.
2012 (Guidelines on the Assessment and Rating of Learning Outcomes Under the K to 12 Basic
Education Curriculum). Furthermore, the levels are as follows: Beginning Competence (74%
and below); Developing Competence (75%-79%); Approaching Competence (80-84%),
Competent (85%-89%); and Advanced Competent (90% and above).

Lessons. In this study, this refers to the eight topics about Linear Algebra which were
developed utilizing the flipped classroom strategy. The planning of the lessons was patterned to
the DepEd Order No. 42. S.2016, the Policy Guideline on Daily Lesson Preparation for the K to
12 Basic Education Program. This covered the topics on (1) Adding and Subtracting Matrices,
(2) Scalar Multiplication, (3) Matrix Multiplication, (4) Transpose of a Matrix and Symmetric
Matrix, (5) Inverse of a Matrix, (6) Matrix Equations, (7) Determinants, and (8) Cramer’s Rule.

Features of the Lessons. This refers to the distinctive attribute of the flipped classroom
strategy which are highlighted in this study: (1) Use of Multimedia, (2) Opportunity for Self-
learning and Time on Task, (3) Active Learning, (4) Guided Instruction by the Teacher in Person,
(5) Collaborative Learning, and (6) Use of Prior Learning.

Use of Multimedia. In this study, this refers to the use of downloaded and teacher-made
video lectures utilized for the flipped classroom in Linear Algebra.

Opportunity for Self-learning and Time on Task. In this study, this refers to the most
comfortable time and place spent by the students in learning the lessons through the videos. On
the other hand, time on task refers to the time spent by the students actively involved in a
certain task (Prater, 1992). In this study, this includes activities in and off class where students
were given a certain time to finish and submit a task.

Active Learning. In this study, active learning refers to engagement in viewing video
lectures, answering worksheets and participation in class activities which require them to
practice and solve problems.
 Guided Instruction by the Teacher in Person. In this study, this refers to the teacher-
students’ interaction during the in-class activities, where the teacher provides questions,
instructions, dialogues that promote the inquiry and exploration of the lesson.

Collaborative Learning. In this study, this refers to the in-class activities that involves
students working by groups.

Use of Prior Learning. In this study, it refers to the utilization of prior knowledge or
learning from previous experiences. Students were given video lectures prior to class and
utilized what they have learned from them during the in-class activities.

Effects. In this study, it refers to the result of the changes in students’ competencies in
understanding Linear Algebra and towards their attitude in the utilization of the flipped
classroom strategy.

Competencies in Understanding. In this study, it refers to the learning competencies of

Grade 12 students in Linear Algebra which include (1) performing addition and subtraction on
matrices, (2) performing scalar multiplication, (3) performing matrix multiplication, (4) finding the
transpose of a matrix and find matrices that are symmetric, (5) finding the inverse of the matrix
and determining if the matrix is invertible, (6) writing a linear system in matrix and vectors form
and solving linear systems, (7) finding the cofactor of the elements of the matrix and evaluating
the determinant of an n x n matrix, and (8) solving linear system by applying Cramer’s Rule.

Attitude towards Utilization of Flipped Classroom. This refers to the attitude of the
students on the utilization of flipped classroom strategy in Linear Algebra which was measured
by inventory scale and captured through students’ journals and focus group discussion. The
interpretation for the attitude is Very Favorable, Favorable, Uncertain, Unfavorable and Very
Unfavorable.

Effectiveness. In this study, it refers to the measure of extent of flipped classroom

strategy in enhancing the students understanding the concepts in Linear Algebra and students’
attitude toward its utilization. Likewise, in this study it is measured through Cohen’s index effect
size using the interpretation extended by Sawilowsky (2009) as Very Small, Small, Medium,
Large, Very Large and Huge.

Advantages. In this study, this includes the benefits brought by the utilization of flipped
classroom strategy as perceived by the students and teacher.

Challenges. These refer to the problems encountered by the teacher and students
during the utilization of flipped classroom strategy which were captured through the journals and
FGD.

Essential Elements of Flipped Classroom. In this study, these refer to the elements
utilized in the successful conduct of flipped classroom strategy in Linear Algebra.
(c) Schematic Presentation of the Theoretical & Conceptual Frameworks

Theoretical Paradigm
 Conceptual Paradigm

(d) Hypothesis of the Study: Hypothesis Testing was not done in the study
(e) Research Method/s Used
The method used by in the study was a mixed method. A mixed method
comprises of integrating quantitative and qualitative research and data to support
a research study.
The study was an exploratory on the use of flipped classroom strategy
that employed the descriptive developmental research methods.

(f) Sampling Technique and Sample Size

The sampling was done through convenience and purposive sampling.
The researcher used convenience sampling because participants are chosen
based on their availability and willingness to participate in the study. Purposive
sampling was also used because the researcher made a decision about who
would take part in the study.
The sample size was determined by the researcher to be 79 participants,
40 from the experimental group and 39 from the control group.

(g) Statistical Analysis Used

The study used descriptive statistics to describe the development of the

lessons using the Flipped Classroom Strategy and to evaluate its effectiveness in
improving students' competency level and attitude toward linear algebra. To
analyze the quantitative data, the researcher employs a variety of statistical tools.
The following statistical treatments were used to interpret the quantitative data
collected: frequency count, mean, percentage, T-test, and Cohen's d Effect Size.

V. Comments

a. Title

The dissertation title was brief and concise, and it adhered to the
principles of word economy and neutrality because it is only ten words long.
Based on my observations, the title was expressed in an interesting manner
because it can stimulate the readers' interest in what a Flipped Classroom is and
how it can be used in teaching Grade 12 Linear Algebra. The identification of the
study as exploratory was appropriate since the researcher did the study to gain a
deeper understanding of the existing problem, and the researcher begins with a
general idea and uses this research as a medium to highlight topics that can be
the subject of future research. The title also reflected the primary goal of the
research. The interesting main title "Flipped Classroom in Teaching Grade 12
Linear Algebra" was followed by the subtitle "An Exploratory Study", which
provides details on the study's content and methodology. To make the title more
 interesting and easier to read, I would rephrase it as "An Exploratory Study of
Flipped Classroom in Grade 12 Linear Algebra."

b. Chapter 1 – The Problem

 Introduction

The introduction is brief and to the point, yet it meets the most of the
standards for a strong start. The strengths of the study, "Flipped Classroom in
Teaching Grade 12 Linear Algebra: An Exploratory Study," include the
identification and clear explanation of the problem of how teachers should keep
abreast of heuristic methods of teaching in order to cultivate students' talents
through creativity by employing modern, special, and interactive methods rather
than rigid traditional methods. The author also highlighted a literature, which
underlined the importance of teachers being innovative in their teaching attitudes,
course design, teaching materials/methods, and assessments. Furthermore, they
must use information technology to improve their educational content. To bolster
the credibility of the issue, the researcher provided a plethora of literature on the
implementation of the Flipped Classroom Strategy in teaching and its
consequences on student performance. The author also highlighted how
students have always been pushed by how exciting and interesting mathematics
can be. Teachers, too, are struggling with how to engage and encourage their
students to like the topic while simultaneously transferring their knowledge to
equip the students with the necessary skills in this profession. The author also
mentioned why students need to improve their Linear Algebra competence,
which is why the study focused on using technology in teaching a Mathematics
subject, namely Linear Algebra, through a flipped classroom.

The introduction clearly outlined the problem and the author's intention for
performing this study. The author used the most recent statistical data from the
Basic Education Exit Assessment administered to the second batch of senior
high school graduates to support its claim that senior high school students from
Bicol Regional Science High School still need to enhance and improve their
mathematical competence. However, the author should disclose whether the
students received a poor Mean Percentage Score on competencies in the Linear
Algebra Subject. The author was also careful not to allow one cited study to
seem more important than another by ending supporting background paragraphs
with in-text citations. The whole introduction was understandable to a
professional audience but not so much that only education specialists could
understand the information. It has clearly described the main objective of the
study and its significance by offering the justification.

 Statement of the Problem

 The problem of the study is clearly identified and stated. The problem
statement comprises of the general problem statement followed by the relevant
sub-problems. The author included the assessment of students' Linear Algebra
competencies as sub-problem number one in order to identify the least mastered
competencies that will serve as a foundation for the development of Linear
Algebra lessons utilizing the Flipped Classroom Strategy. The features of the
prepared lessons were also good because it incorporated the primary features of
flipped classroom based on previous research. The order of features, however,
must be organized based on the flow of the lesson, for example, the use of prior
learning must come first because every lesson must begin with eliciting prior
knowledge. The third issue was well articulated because it identified which
specific competencies and attitudes toward which specific subject will be
measured. The fourth and fifth problems focused on gathering qualitative data.
This will be based on the implementation of the flipped classroom technique in
teaching Linear Algebra. Overall, the variables are given and specified well. The
statement of the problem was written in a logical order.

The problem was interesting and relevant to me because the flipped

classroom approach has gained popularity in the education system in recent
years. The effectiveness of such an approach is emphasized in some studies,
promoting the narrative about the prevalent instrumentality leading to success in
academic institutions. In fact, Schmidt and Ralph (2016) found out that using a
flipped classroom increases student engagement. Students believe that the
teaching method can stimulate the memory, deepen understanding, and improve
problem-solving ability. Moreover, Lo, Hew, and Chen (2017) claimed that
students found the approach more engaging than the traditional one. They liked
watching instructional videos, as these improve their communication with peers.
This implies that teachers play a significant role in identifying videos for the
learners. The positive effects of the approach, when used in a mathematics
class, was further supported by the study of Calamlam (2016), which revealed a
significant impact of the method on the performance of students in a trigonometry
class. The study revealed that such effectiveness is significantly larger to high
performing students than to moderately performing ones. This finding may imply
that in some aspects, the use of the approach may only be more useful for fast
learners.

If I were the researcher, I will make few modifications in Statement of the

Problem.

The main purpose of the study was to develop lessons in Linear Algebra
using the flipped classroom strategy and assess the effects of its utilization on
the mathematics competencies and attitudes of Grade 12 students of Bicol
Regional Science High School.

Specifically, the researcher sought answers to following questions:

1. What is the competency level of Grade 12 students of Bicol Regional Science High
School in Linear Algebra?
2. What lessons may be developed using flipped classroom strategy in Linear Algebra
with the following features:
a. use of prior knowledge
b. use of multimedia
c. active learning
d. collaborative learning
e. guided instruction
f. opportunity for self-learning and time on task?
3. What are the effects of flipped classroom strategy in enhancing students;
a. competencies in understanding Linear Algebra concepts; and
b. attitude towards the utilization of the flipped classroom strategy in Linear
Algebra?
4. What are the advantages and challenges of flipped classroom from the perspective
of;
a. the teacher; and
b. the students?
5. What are the essential elements for a successful conduct of flipped classroom
strategy?

 Scope and Delimitation

The researcher accurately explained the scope of the study. The

researcher included the general goal of the study, which was to evaluate the
effects of using a flipped classroom technique in improving the skills of Grade 12
students in Linear Algebra. The study's focus was clearly indicated to be on the
utilization of video lectures as the primary resource material for the flipped
method. The researcher also said clearly that the students included were from
the 2019-2020 academic year. The researcher also explained why the specific
sections were chosen for the study. The researcher should identify the Track and
Strand of the study participants. To minimize bias, the researcher should also
explain why she chose the sections that will serve as the control and
experimental groups. The researcher should additionally state the competencies
of the developed Linear Algebra lessons employing the flipped classroom.

 Significance of the Study

The significance of the study was clearly discussed. It should, however,

include writing the problem statement and explaining to the reader where the gap
in the literature exists. The researcher adequately described the relevance of the
research study from two perspectives: (1) what is the overall contribution of the
research to the area, and (2) what specific addition the research may make to
knowledge and who benefits the most from this. Overall, the statement of the
significance of the study at the end of the introduction was well written and
emphasized the unique contribution made by the research and who it benefits.
c. Chapter II – Review of Related Literature and Studies
 Related Literature and Related Studies

The cited literature provided the study with useful facts and ideas
regarding the Senior High School Program, linear algebra, blended learning,
flipped classroom, and the significance of mathematics. Similarly, the
researcher provided crucial and essential support. The studies are relevant to the
study because they focused on the various strategies and interventions used to
boost students' competency levels and learning achievement in mathematics.
This was a comparable issue addressed in the current study. However, the
researcher failed to add related literature on the features that can be included in
the flipped classroom. There are no related literatures about the Flipped
Classroom Strategy's use of multimedia, opportunity for self-learning and time on
task, active learning, directed instruction by the teacher in person, collaborative
learning, and use of prior learning.

The review of related literature and studies was organized and discussed.
The literature review has clearly defined or developed the research problems, or
it has highlighted research gaps that this study can fill. The researcher, on the
other hand, made various comments that are not common knowledge but failed
to quote or give resources to back up this information. An example of this lack of
citation is that “As observed, many students have difficult time understanding
academic concepts especially math concepts for these are commonly taught
through abstract and lecture method. The utilization of flipped classroom would
help the teachers communicate with their students and may be able to enhance
students’ competence in the subject.”

Another strength of this literature study is the utilization of primary

sources and examples that the readers can understand. To improve this section,
provide relevant examples of previous research and a discussion of their
findings, including findings that agree, disagree, and contradict the study's
hypothesis. New type of comparison, demonstrating the distinctions between this
research and past studies, adds credibility and trustworthiness. The researcher
could also include more local-related literatures and studies on the use of flipped
classrooms in education.

 Synthesis of the Art

The researcher presented relevant literature and papers connected to the

investigation. In order to have a better grasp of the literature and studies, the
researchers created a clear synthesis in the following discussion. Linear Algebra
is important in any mathematics, engineering, or scientific education, according
to the researcher. It was also underlined the significance of innovation in
education. The researcher also gathered related studies that clarify and expound
on the use and significance of flipped classrooms in education. The researcher
also underlined that many strategies and interventions might be used to improve
students' mathematical proficiency and performance. Studies analyzing students'
mathematical skill levels were also highlighted, prompting the researcher to
emphasize the need of implementing the flipped classroom technique. The
synthesis of the related literature and studies clearly conveyed the relevance and
importance of flipped classroom strategy in improving the learning outcomes,
learning satisfaction, academic performance, student’s interest, homework rates
and output submission of students in mathematics and other aspects. Moreover,
the researcher provided a synthesis that gave rise to a strong recommendation
for the conduct of future researches utilizing the flipped classroom strategy.

 Gaps Bridged

The researcher thoroughly studied and analyzed the literature and studies
on the degree of competence of Grade 12 students in Linear Algebra using a
flipped classroom technique. There had been literature and studies on flipped
classrooms in education, but the researcher has proven that none had gone so
far as to focus on Grade 12 Senior High School students, notably on the elective
subject Linear Algebra. Many of the studies evaluated focused on analyzing the
effectiveness of flipped classroom in various situations and implementing it with
various participants. However, no study on the efficiency of flipped classrooms
with Grade 12 students from Bicol Regional Science High School was
undertaken. Similarly, none of the studies that the researcher had looked at
examined the students' experiences and attitudes on the use of flipped
classrooms in the subject. The review of related literatures and studies revealed
that there were significant gaps in the study that needed to be filled. Overall, the
presentation of the Gap Bridged by the study has reinforced the need to
formulate and answer the research problem.

 Theoretical Framework and Conceptual Framework

The researcher tried to draw out a framework for practice in the form of a
simple picture that depicts the essential principles from the theories as well as
the independent and dependent variables in the study. The theoretical framework
lends support to the research problem since it demonstrates how constructivism
can be integrated into flipped learning. The researchers have clearly discussed
constructivism theory and its concepts. It was discussed how this idea can be
used to assist the flipped classroom technique in the classroom. Though not
specified within the theoretical framework, the research topic and research
questions were clearly identified and imbedded in the study at the beginning of
 the introductory section. Furthermore, within the theoretical framework, there was
scientific justification for the researcher's investigation, which included defining
key phrases from the problem statement and research questions. The theoretical
framework linked all research aspects, including the problem description,
research aim, literature review, methodology and research design, data collection
and analysis. The researcher identified and discussed other key concepts,
theories and ideas that are relevant to the chosen topic within the theoretical
framework. According to the findings, a conceptual framework was also
presented to answer the research questions and aim. Based on the conceptual
paradigm, I can also clearly distinguish the dependent and independent
variables. The only suggestion I have for the researcher is to utilize simple
arrows to demonstrate the association of each variable. Overall, the theoretical
and conceptual frameworks were clearly given, and there was a one-to-one
relationship between the theoretical and conceptual frameworks.

 Definition of Terms

For the definition of terms, all of the major variables have been
conceptually and operationally explained so that the reader understands how the
variables will be used in the study.

d. Chapter 3 – Research Design and Methodology

 Research Methods

The method used by in the study was a mixed method. A mixed method
comprises of integrating quantitative and qualitative research and data to support
a research study. For me mixed method was appropriate because it can help
describe the quantitative portion of the research as collecting data using a
closed-ended response using instruments such as a questionnaire, checklist and
pre-posttest examination. The qualitative section of a study can also contains
open-ended questions such as those found in an interview. Quantitative and
qualitative means of gathering and presenting data were utilized to describe the
competency level of students, the features of the developed lessons, the
advantages of flipped classroom strategy, and the challenges encountered from
which essential elements of successful conduct of flipped classroom strategy
were deduced.

The study was an exploratory on the use of flipped classroom strategy

that employed the descriptive developmental research methods. The wisdom of
using this type of research methodology, from the researcher’s perspective, it is
suitable for developing the Linear Algebra Lessons using Flipped Classroom
Strategy and assessing its effectiveness on students’ competencies and attitude
towards Linear Algebra. The researcher gave a clear justification for choosing
this approach and explained in details the significance of the instruments used,
such as interviews, participants journal entries and participants pre-test-posttest
exam to the research.

 Sampling

The sampling was done through convenience and purposive sampling.

The researcher used convenience sampling because participants are chosen
based on their availability and willingness to participate in the study. Purposive
sampling was also used because the researcher made a decision about who
would take part in the study. The groups that participated in the study were
determined by analyzing and statistically treating their pretest scores and third-
quarter examination results. Based on the analysis and test for significant
difference, the two (2) groups with no significant difference in means in both the
pretest and the third quarter examination were considered comparable, and thus
qualified as the study's subjects.

The sampling size and procedure are critical components of the method
section. The sample size was determined by the researcher to be 79 participants,
40 from the experimental group and 39 from the control group. Given that the
school only has about 120 Grade 12 STEM students, I believe the sample size is
sufficient to ensure the external validity of the result. However, if the school has
more than a certain number of students, a larger sample size is possible, and the
sample is more likely to be representative of the population set. However, given
the small population, the number of research respondents can already increase
the population set's confidence interval. To reduce the risk of systematic bias, I
would recommend using probability sampling techniques such as systematic
sampling or simple random sampling. It reduces the risk of over or under
representation and ensures that the results are representative of the population.
If the school's population of Grade 12 students had been larger, the sample size
should have been larger as well.

 Instruments Used

The instruments used in the study were appropriate and efficient for
answering the research question. However, the pretest-posttest, validation
instruments for the developed lessons and video materials along the modified
and adopted Attitude Inventory Scale did not undergo reliability testing. To obtain
a more realistic result, the researcher should also use a different type of
instrument to assess the effectiveness of the developed lessons on students'
attitudes toward Linear Algebra.

 Statistical Analysis
 The study used descriptive statistics to describe the development of the
lessons using the Flipped Classroom Strategy and to evaluate its effectiveness in
improving students' competency level and attitude toward linear algebra. To
analyze the quantitative data, the researcher employs a variety of statistical tools.
The following statistical treatments were used to interpret the quantitative data
collected: frequency count, mean, percentage, T-test, and Cohen's d Effect Size.

The study's main variables were the developed Linear Algebra lessons
using the Flipped Classroom Strategy and the effectiveness of the developed
lessons on students' competency level and attitude toward Linear Algebra. The
researcher used the T-test to compare and analyze whether the difference in
means between the flipped and non-flipped groups was significant. The T-test
was an appropriate test for me because it can be effective for post-testing
analysis to validate data findings between two different groups and demonstrate
the extent of the compared differences. Overall, the study made use of statistical
tools that could effectively interpret both quantitative and qualitative data.

VI. General Impression

The dissertation entitled “Flipped Classroom in Teaching Grade 12 Linear

Algebra: An Exploratory Study” was a well-rounded research document. The
researcher ensured the document has no spelling errors. Spelling errors or
incorrect word usage render the document unreadable and confuses the
audience. The use of correct spelling in the dissertation improved the clarity of
the writing. The dissertation was written in a clear and direct manner, with
sentence structure that adheres to proper grammar rules. Proper grammar
consists of complete sentences that are written in the correct tense and are brief.
The researcher also made certain that the document followed the APA
format outlined in the American Psychological Association Manual. The labeling
and setup of all tables, graphs, and charts were essential components of APA
formatting that should be clear in the dissertation. The citation of references was
also accurate and consistent in order to support the research while adhering to
the APA manual's guidelines. The dissertation was written in an original, relevant,
manageable, and clear manner. There were only a few changes that should be
made from Chapter 1, Chapter 2, and Chapter 3. Overall, the dissertation was
presented in the form of a detailed plan that would effectively answer the
research problem.
 VII. References

Calamlam, J. M. M. (2016). Effectiveness of blended e-learning approach in a flipped classroom

environment. The Asian Conference on Society, Education & Technology-Official
Conference Proceedings. www.iafor.org
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics
flipped classrooms: A synthesis of research in mathematics education. Educational
Research Review, 22, 50–73. https://doi.org/10.1016/j. edurev.2017.08.002
Schmidt, S. M., & Ralph, D. L. (2016). The flipped classroom: a twist on teaching. Contemporary
Issues in Education Research (Online), 9(1), 1.