AN ANALYSIS OF THE EFFECTIVENESS OF FLIPPED CLASSROOM APPROACH

IN STUDENT ENGAGEMENT AT SAN MIGUEL NATIONAL HIGH SCHOOL

A Research Paper Presented to the Faculty of St. Paul University at San Miguel

In Partial Fulfillment of the Requirements for the Degree in

Bachelor of Secondary Education Major in Filipino

Balabbo,Ann Quennie D.

Bondoc,Aljon Aarolle J.

Cruz,Florie Mae M.

Opiniano,Kimberly I.

Rabie,Jimmy C.

Soliven,Jaimie Aleya M.

Villena, Ma.Francheska M.

FEBRUARY 2024
 CHAPTER I

THE PROBLEM ITS BACKGROUND

INTRODUCTION

Pedagogical teaching strategies describe the methods instructors apply in the classroom

to impart topic knowledge based on their ability for information delivery. These teachers create

an atmosphere where every student may succeed academically and feel proud of themselves. A

commitment to every student, subject matter expertise, monitoring student development, and

professional development for educators are the cornerstones of pedagogical teaching.

Pedagogical strategies can help them to improve their teaching methods.

There has been an evident shift in the majority of developed countries toward a tech-

driven, student-centered approach to education. Traditional teaching techniques are being

abandoned worldwide in favor of more cutting-edge and successful approaches to help students

get a deeper comprehension and the capacity for critical thought. Education professionals must

make their own decisions on the best practices to use in their teaching when new research is

published and teaching methods change over time. No one statistic can accurately assess the

performance of a nation's education policy.

Flipped Classroom was invented by Jonathan Bergman and Aaron Sams year 2007. A

Flipped Classroom is a type of blended learning that is mixed with face-to-face learning and

individual studying. Flipped classrooms are a new teaching method that depends on the previous

set-up of some classroom activities.

Flipped classrooms are a new teaching method that depends on the previous setup of

some classroom activities. The method utilizes the new technology available for teachers and

students to open doors to a pre-interaction between the two and an open discussion before and
during class time. In flipped classes, instructors use online-posted videos to replace face-to-face

teaching. Students see the posted videos before class time and come to class equipped with the

knowledge and skills acquired from these videos. The class time is utilized for effective

discussion to emphasize creative and deep learning activities (Ollermann, Rolf, Greweling, &

Klaben, 2017).

Flipped classrooms are a new teaching method that depends on the previous setup of

some classroom activities. The method utilizes the new technology available for teachers and

students to open doors to a pre-interaction between the two and an open discussion before and

during class time. In flipped classes, instructors use online-posted videos to replace face-to-face

teaching. Students see the posted videos before class time and come to class equipped with the

knowledge and skills acquired from these videos. The class time is utilized for effective

discussion to emphasize creative and deep learning activities (Ollermann, Rolf, Greweling, &

Klaben, 2017).

The education sector is always changing, embracing fresh ideas and cutting-edge

techniques to improve learning results for students. A pedagogical strategy known as the “flipped

classroom model” flips the sequence in which assignment and content are typically assigned. It

entails having students interact with course materials at home before class. Students are then

allowed to actively apply their knowledge through interactive activities, debates, and problem-

solving exercises throughout class time.

The benefit of using a flipped classroom is that students are more engaged in the learning

process instead of simply acquiring knowledge. This strategy helps the students to develop their

skills in the learning process. Encouraging self-paced learning wherein students can learn on

their own and take more time to understand difficult ideas. Students have more control over their
learning process. They create a different way to review on their own. The allotted time for a

class can be used and maximized to finish a certain topic. Flipped Classroom promotes student-

centered learning and collaboration it allows class time to be used to master skills through

collaborative classes and discussion. This encourages students to teach and learn concepts from

each other with the guidance of their teacher. Furthermore, teachers are given the ability to

identify errors in thinking or concept application and are more available for one-on-one

interaction.

The disadvantage of a Flipped Classroom is the lack of proper technology use inside and

outside the class. Flipped classrooms tend to rely heavily on technology, which often requires

students to have high-speed internet access while off campus. Some flipped classrooms use

video-based lesson content for students to view before coming to class. Students may not have

access to a computer and high-speed internet service outside of school. Time in front of screens

instead of people and place is increased, some believe that if every teacher starts flipping their

classroom, students will spend hours in front of a computer watching the lectures. One may

argue that this has the potential to cause serious problems to students’ learning processes, as not

everyone may be as adept at learning through a computer. Lack of internet connection may result

of unprepared to participate in class.

The flipped classroom has proven to be an effective and innovative method for teachers.

Teachers may create more dynamic and student-centered learning environments by utilizing pre-

class resources and involving students in active learning during class time. The flipped classroom

has several advantages, including effective use of class time, increased student involvement and

differentiation, and preparation for future issues. However, concerns such as resource

development and accessibility must be addressed. Computers may help students with some
illustrations, it doesn't take emotions, apart from the student's grades or knowledge, to help the

intellectual growth of the child. Computers can't change human options. Artificial intelligence

will determine students’ questions anytime, unlike the room structure. In general, the flipped

classroom is a potential concept that is still influencing and shaping every aspect of education, to

encourage teaching and learning to new heights.

The flipped classroom can transform how students learn and interact with course content.

By using technology, encouraging active learning, and building collaborative situations, the

flipped classroom provides a dynamic approach to teaching that may benefit students in a variety

of ways. However, successful implementation of the flipped classroom includes careful planning,

comprehensive teacher training, and concerns for student access and accountability. The

flipped classroom's influence on students is seen in greater engagement, higher academic

achievement, and the development of significant 21st-century skills. While the flipped classroom

has problems such as equal access to technology and student motivation, its potential to

transform education for children is apparent. As the concept evolves, it is critical to anticipate

future advances and guarantee that all students receive the benefits of the flipped classroom. As

educators continue to experiment with new instructional methods, the flipped classroom

develops as an efficient guideline change in education, with the ability to improve the learning

results of learners and prepare students for the difficulties of today's society.

To help slow learners or students not able to keep up due to missing classes, teachers

introduced a new teaching approach in their lessons, aiming to have more adaptive classes;

students could adjust to the learning progress according to their learning pace. Teachers first

record the full lessons for students learning at home; the major course content is covered in the

teaching films. Task-based learning activities or learning content questioning and discussion are
preceded in the classroom. Teachers do not lecture like in formally structured lessons of the past

but instead focus mainly on teacher–student interaction. In this manner of teaching, lots of time

is allocated for group discussion, homework guidance, and critical thinking in class; besides

adaptive instruction could be preceded for guiding slow learners. Such a teaching method is

known as flipped teaching.

The research gap in the flipped classroom is an interesting topic that has received a lot of

attention recently. It is based on long-standing instructional theories and was formed by

significant individuals who researched its potential advantages. The Flipped Classroom approach

has been commended for its interactive and individualized learning experiences, but it has also

been criticized for equality concerns and the advantages of passive learning. Further study is

required to address these problems and gain a more comprehensive knowledge of their impact.

As technology evolves and pedagogical methods evolve, so will the research gap surround the

flipped classroom, creating new opportunities for educational innovation.

Filling the research gap in the flipped classroom is critical to the progress of education.

Studying the historical background, significant individuals and influence of the flipped

classroom method offers a good foundation for future research. Educators may design evidence-

based ways to maximize the flipped classroom model by assessing viewpoints and taking into

account both positive and negative features. As the industry advances, it is critical to accept new

innovations and modify the flipped classroom model to meet the changing requirements of

students and society.

Education is continually developing, responding to students' changing needs and desires.

One such imaginative technique that has received a lot of discussion in recent years is the flipped

classroom. This technique, which flips the typical classroom structure by moving direct
instruction outside of class and using class time for interactive activities, has been the subject of

significant studies. The objective of a flipped classroom study is to find out how this strategy

might improve student engagement, learning results, and adaptability to a continually evolving

educational setting. The flipped model of education has both positive and negative elements;

continuing research and possible improvements attempt to solve issues while optimizing the

potential benefits of this pedagogical educational method.

STATEMENT OF THE PROBLEM

This study aims to examine the purpose of this mixed-method research is to assess the

effectiveness of the Flipped Classroom in Students of San Miguel National High School.

The researchers sought to answer the research dilemma:

1. What are the contributing factors that measure the effectiveness of the use of flipped

classroom in terms of;

1.1. Grade Level

1.2. Section

2. How do flipped classroom become significant in terms of;

2.1. Students’ Engagement

3. What is the impact of Flipped Classroom Approach in Student Engagement in Junior High

School Students at San Miguel National High School?

4. How will the student cope up with Flipped Classroom Approach?

THEORETICAL FRAMEWORK

The Theoretical Framework test the Analysis the Effectiveness of the Flipped Classroom

Approach in Student Engagement at San Miguel National High School.

Effectiveness of Flipped Classroom Approach in Student Engagement

Teachers’ method of Teaching Flipped Classroom

Students’ Engagements

Figure 1
This Theoretical Framework needs to know the effectiveness of Flipped Classroom in
San Miguel National High School. This will be use to provide the Student learning Engagement
using Flipped classroom. This will be the basis of the student if they learned using the method.
The Effectiveness of Flipped Classroom Approach using the teacher’s teaching method
that will be conducted in San Miguel National High School. Teaching Method are the techniques
that will be use to help the student to achieve the learning outcomes.
 Flipped Classroom is applied to develop their own insight and understanding in the
lesson that the teacher has given. The teacher will be the one who will apply the Flipped
classroom. The Flipped classroom method will be used to know the student learns if it’s effective
in student to have a critical thinking and it will be testing the capacity learning of the student
This method will be the representative to test if the teacher achieves the result which is
the Students Engagement using the Flipped Classroom.

CONCEPTUAL FRAMEWORK
The Conceptual Framework shows the process of the research and how should be done
INPUT PROCESS OUTPUT
• Profile of the respondents in • Analysis of data trough: • The possible effects of
terms of; Name, Gender and • Data collection of Student’s flipped classroom to the
Age profiles student
• What are the contributing • Questionnaire and Interview • The Analysis of the
is recorded with participant Effectiveness of Flipped
factors that measure the
consent Classroom Approach in
effectiveness of the use of
• Organize the responses of Student Engagement at San
flipped classroom in terms of; the participant Miguel National High
School.
•Grade Level

•Section

2. How do flipped classroom

become significant in terms

of;

•Students’ Engagement

3.What is the impact of

Flipped Classroom Approach

in Student Engagement in

San Miguel National High

 School?

4. How will the student cope

up with Flipped Classroom

Approach?

Figure 2.
This conceptual framework shows' how the Flipped Classroom become significant in
Student Engagement of Junior High School Students at San Miguel National High School. The
Flipped Classroom use to enable the student to learn at their own pace and to make the classroom
an active learning environment. This will improve the learning capacity of the students.
This IPO or Input Process and Output test the effectiveness of Flipped Classroom to the
students. The students will answer on how the Flipped Classroom work on them because it
focuses in the student learning.
The input shows the Profile of the respondents in terms of Name, Section, Gender and

Age and the following question that the teacher needs to answer, How do flipped classroom

become significant in terms of; Students’ Engagement, What is the impact of Flipped Classroom

Approach in Student Engagement in San Miguel National High School, How will the students

cope up with the Flipped Classroom.

This process shows the analysis of data through questionnaire and interview. Through the
process of Flipped Classroom in San Miguel National High School, the student profile will also
be needed and the response of the participant should be recorded with their consent and it will be
organize according to the process.
The output represents the, The possible effects of flipped classroom to the student and the
Analysis of the Effectiveness of Flipped Classroom Approach in Student Engagement at San
Miguel National High School. Through this it needs to prove that the Flipped Classroom at San
Miguel National High School focuses in the student engagement.
SIGNIFICANCE OF THE STUDY
This study offered insightful information regarding the Analysis of the Effectiveness of
the Flipped Classroom Approach in Students’ Engagement.
This study is conducted to benefit the following;
For Students. It might aid in the development of critical thinking, problem solving, and
teamwork among students requires a student-centered pedagogy and the integration of active
learning activities. These abilities set the stage for a smooth transition into the intricacies of the
real world in addition to being necessary for academic success.
For Teachers. It can develop into learning facilitators that spend more time giving students one-
on-one help and assigning more customized assignments. Additionally, teachers are closely
assessing students' comprehension and providing them with more insightful comments. Can be
used as an instrument to support students academically.
For Researchers. It will be instrumental in helping them in their future career after they
graduate. The learnings they get from this research can be used as their tool in their teaching
practice next semester. This is a great help to them to be more creative, active, and more
meaningful in their performance as a student teacher.
For Parent/Guardian. This research will help the parents and guardians to know how they can
help their children in studying. Parents and guardians may lessen their children's responsibility at
home to have more time in their take-home activities.

SCOPE AND LIMITATION

This research study focuses on the Analysis of the Effectiveness of the Flipped

Classroom Approach in Student Engagement at San Miguel National High School. The

respondents are the Junior High School Students of San Miguel National High School. The

researchers chose the students as the respondents because they are the ones who experience the

flipped classroom as one of the teaching strategies used by their teachers. This study will be done

through surveys and interviews.

RESEARCH LOCALE

The study will be conducted in San Miguel National High School, located at San Juan,

San Miguel, Bulacan. The researchers chose this school because they are the biggest school in

San Miguel and the appropriate for the research study.

DEFINITION OF TERMS

The following terms are adequate knowledge and understanding of relevant information;

Effectiveness. It refers to the capability of one thing to achieve the desired impact and result.

Flipped Classroom. It is an educational method in which the traditional learning process is

reversed. The students study the lesson on their own, often using videos or online resources, and

their classroom time is used for more interactive activities and discussions. The flipped

classroom allows students to have more control over their learning while providing more

opportunities for engaging in inactive class activities.

Student Engagement. It is the active participation and interest of the students in their studies or

in-class activities. When students are involved and active in their learning, this indicates a high

level of student engagement.

Traditional Learning. It refers to the old method of learning, where only books were used in

every discussion, unlike today where there are videos and PDFs that can be used in lessons.

Pedagogical. Being prepared and knowledgeable in different pedagogical methods is exciting

and full of miracles, especially when you see how it is focused on each student.
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter is a discussion of the literatures and the result of other related researches to

which present the study is related or has some bearing or similarity. This gave the author enough

background in understanding the study.

Kong (2014) stated that teachers improve the type of resources they have, experience

reflective discussions and share their teaching skills by using the flipped classroom model. in the

teacher's work because they don't have much time because of this flipped classroom.

Travis (2014) claims that further research is necessary regarding the acceptance of

flipped learning as a common pedagogical practice. Adopting innovative practices to cultivate

teachers' ability to use reliable knowledge, appropriate skills, and meaningful behaviors in

flipped classrooms. Vocational learning improved their responsibility, problem-solving skills,

creative thinking, cooperative skills, and communication skills through a flipped learning

approach. Teaching in alternative methods can help teachers in manipulating their time and skills

to overcome the process of complete understanding of the content and teaching.

Zhang Renxian (2014), Some scholars make a comparative analysis between the

Traditional Classroom and the Flipped Classroom from the perspective of the constituent

elements of teaching modes. The aspects include: role of teachers, role of students, teaching

methods in class, time distribution in class, teaching contents in class, application of teaching

methods and teaching evaluation. Both approaches have advantages and disadvantages, but the

flipped classroom, with its focus on the student and active learning methods, provides an

opportunity for students to build critical thinking skills and apply information in meaningful
ways. As educational technology advances, it is critical to assess and adjust teaching approaches

to meet students' changing needs and develop inclusive and successful learning environments.

In Jonathan Bergman and Aaron Sams' book Flip Your Classroom: Reach Every Student

in Every Class Every Day (2014), In the aspect of time distribution in class, the Traditional

Classroom and the Flipped Classroom vary a lot. In Traditional Classroom, teachers spend most

of time in teaching, while most of time is spent on discussing between students and teachers in

the Flipped Classroom. The time used in traditional and flipped classrooms differs strongly.

While a traditional classroom emphasizes instruction delivered by teachers, the flipped

classroom prioritizes student-teacher interactions and actively learning. Although the flipped

classroom has certain obstacles, such as securing students' access to computers, it has the

potential to promote student engagement, critical thinking, and cooperation. As technology

advances, future advancements in both teaching approaches, such as blended learning and

adaptive technologies, have the potential to significantly change education.

Travis (2014) claims that further research is necessary regarding the acceptance of

flipped learning as a common pedagogical practice. Although the study of Travis (2014) has

shown students' responses regarding one semester in a particular field, more research must be

conducted to test the efficacy of flipped learning, such as quantifying the learning of students

from flipped learning. Flipped learning has the ability to increase student engagement, develop

active learning, and develop educational experiences. However, challenges such as access,

resource quality, and teacher training must be addressed. Educators may obtain a better

knowledge of the benefits and limits of flipped learning by undertaking strong research and

investigating multiple viewpoints, which will contribute to its greater adoption and effective

implementation in the future.

 Young, T. P., Bailey, C. J., Guptill, M., Thorp, A., & Thomas, T. L. (2014). Methods We

evaluated residents' impression of the asynchronous video component and synchronous

classroom component using four Likert items. We used open-ended questions to inquire about

resident and faculty impressions of the advantages and disadvantages of the format. Although

their efforts have resulted in various great outcomes, it is critical to recognize the possible

problems and negative aspects of the subject. The influential individuals addressed in this article

are only a small sample of the numerous pioneers who continue to influence the path of the

profession.

Butt (2014) investigated how students' perceptions of the use of class time change after

being involved in a flipped classroom structure. Although the results of the study consider

student perceptions of learning experience, it makes no comment on the success of the students

in obtaining desired learning outcomes of the course. Further research is suggested to study the

effect of a flipped learning environment on obtaining learning outcomes. Flipping the traditional

classroom structure has developed as an innovative approach to teaching and learning. Butt's

study on students' views of class time usage in a flipped classroom format indicates the necessity

of knowing student experiences. However, the study is not looking at students' performance in

meeting their intended learning goals. This illustrates the need for more study on the impact of

flipped learning environments on students' academic achievement.

Johnson, Adams Becker, Estrada, & Freeman, 2014, According to the Horizon Report

which focuses on exploring and reporting emerging technology in education, the flipped

classroom has been highlighted as an emerging technology for higher education that is very

important to use at the college level flipped classroom is utilized as a technology-enhanced

instructional approach to deliver lectures with computer-mediated interaction such as videos,

virtual lessons, online conversations, and dialogue to support learning and assist social

interactions, and eventually language enhancement.

Travis (2014) the study showed students' responses about a semester in a particular field,

more research should be conducted to test the effectiveness of flipped learning, such as

measuring students' learning. Teachers who have more ownership of the learning process and

receive more frequent feedback, students gain a more complete understanding of the content. In

addition, classrooms that incorporate flipped learning offer more opportunities to interact and

learn from other students. Teachers take steps to ensure that students gain enough knowledge

even in the way that they send home written activities to their homes.

Freeman et al., (2014), Lecture and active learning are well researched approaches

supported by empirical evidence. Educators need to understand the value of each learning.

Lecture and active learning approaches have been receiving extensive research support and have

had a considerable impact on the area of education. Educators may make judgments based on

how to incorporate these approaches into their teaching practices by knowing the value of each

strategy and evaluating the opinions of both proponents and opponents. As we look to the future,

it is critical to embrace education's changing landscape and continue to explore new approaches

to engage students, promote active learning, and maximize their learning potential.

Gilboy, M. B., Heinerichs, S., & Pazzaglia, G. (2015). The flipped classroom is an

innovative pedagogical approach that focuses on learner-centered instruction. The purposes of

this report were to illustrate how to implement the flipped classroom and to describe students'

perceptions of this approach within 2 undergraduate nutrition courses. The template provided

enables faculty to design before, during, and after class activities and assessments based on
objectives using all levels of Bloom's taxonomy. The purpose of this paper is to illustrate how

the students improve their own understanding using flipped classroom.

Hurtubise, L., Hall, E., Sheridan, L., & Han, H. (2015). The flipped classroom represents

an essential component in curricular reform. Technological advances enabling asynchronous and

distributed learning are facilitating the movement to a competency-based paradigm in healthcare

education. At its most basic level, flipping the classroom is the practice of assigning students’

didactic material, traditionally covered in lectures, to be learned before class while using face-to-

face time for more engaging and active learning strategies. This study is all about turning things

around, shaking up the traditional approach to learning. By assigning students the instructional

material to be learned outside of the class, it's opens up the opportunity for more interactive and

engaging activities during face to face time.

Simpson and Richards (2015) showed that the effectiveness of flipped learning course

designs can be helpful for other faculties in designing courses more effectively about snapped a

students' needs. The lack of investigations about flipped classrooms was also highlighted: such

that different teaching methods and designs should be used to make effective comparisons of

student outcomes for courses. In addition, it is also suggested to determine whether these course

designs improve the level of student understanding by evaluating the level of retention of the

content and the students' ability to apply the content. here everyone understood better how much

help teachers this kind of learning class has and so that the work of teachers and students can be

made easier.

McLaughlin and Rhoney (2015) stated that the teachers who use flipped classroom

became more aware about the new learning methods. Their paper is a statement of progress

about the teacher’s knowledge and skills in implementing flipped classroom in their classes.
 Halili and Zainuddin (2015) note that the flipped classroom or reverse classroom is an

element of blended learning, integrating both face-to-face learning in the class through group

discussion and distance learning outside the class by watching asynchronous video lessons and

online collaboration. This flipped classroom method helps the students be prepared as they come

to class and practice on how they can learn on their own. Students will have time to understand

and acquire the knowledge carefully.

Hung (2015) examined the possible effects of classroom flipping on English language

learners' academic performance, learning attitudes and participation levels. Three different

flipped teaching formats were applied and it was found that structured and semi-structured

flipped lessons were more effective than non-flipped lessons. Hung said here that there are three

types of flipped teaching that are used and, in their research, they have discovered something that

is effective for students and will really help them in their studies. this is the flipped lesson

because here the lesson is faster because instead of discussing it the next day, the children are

doing advance reading. and it has been proven here that the flipped classroom is more effective

than the one without it.

Jensen, Kummer, & Godoy, 2015, In a flipped classroom, students may have the

opportunity to participate in peer instruction, group discussions, and other interactive learning

situations. Students can apply course concepts to concrete problem solving and decision-making

activities. However, enhanced learning may be a result of the use of good active learning

techniques rather than merely flipping the classroom. Some research has shown that a flipped

classroom does not result in higher learning gains or better attitudes compared to a non-flipped

classroom, when both classes use active and constructivist learning techniques.
 Bhagat et al., (2016); Fautch, (2015); Lo, (2017); Siguroardottir & Heijstra, (2020), The

flipped classroom has been around for a while and even though many high school teachers

haven’t taken advantage of it, it is a method that can make great use of technology. It allows

students to watch online video recordings of their lessons outside of the classroom and then time

in the classroom is spent actively learning with activities, problem solving and discussions for

interacting and expanding on the concepts learned. With the help of this teaching strategy,

students are free to listen and watch the discussion video to help them fully understand the

lesson. The allotted time per class will be maximize and be use to finish a topic or have an

activity that focuses on student engagement.

DeLozier & Rhode (2016), Basically, flipping the classroom refers to the practice of

assigning and presenting teaching content to students with videos or other media outside of the

classroom and assign class time to a variety of learning activities that help students to assimilate

knowledge, through authentic, and active learning experiences, such as group work and problem-

solving that utilizes the content accessed by the students prior to the classroom instruction. It

practices the students to use technology because it is a tool for flipped classroom or when they

need to watch a video that will be send or posted by the teacher. Flipped classroom is also done

to give the students enough time to understand and analyze the lesson on their own.

Hodgson et al, (2017), Research suggested that the flipped teaching model can better

engage students in the learning process and improve their academic performance compared to

the traditional teaching model. The flipped classroom is more used today than traditional

teaching where students nowadays see it as boring and cannot meet their interest when it comes

to learning.
 Zhang (2019) proposed a flipped classroom and asked students to read textbooks,

handouts, or PPTs before class to preview relevant data in the lesson; A lot of class time is saved

for students asking questions and analyzing cases. This learning method has received positive

support from students to prove that students prefer the flipped classroom learning style,

compared to traditional learning styles.

Kim et al. (2024) suggested further ideas and investigations to determine the design

details that incorporate the flipped classroom with technology and also suggested intensive

research about the use of technology. and better assessment instruments. and regarding in his

supervision, it will help the quality of the student's knowledge and to make the teachers' work

easier.

In-depth research on the use of technology was also recommended by Kim et al. (2024)

in order to identify the design aspects that integrate the flipped classroom with technology. and

improved evaluation tools. Additionally, in terms of his monitoring, it will improve student

knowledge and ease the workload for teachers

 CHAPTER 3

METHODOLOGY

The information about the research methodology applied by the researchers is provided in

this chapter. The research design that is employed as well as the gathering methods is also

discussed in this chapter.

RESEARCH DESIGN

This study used quantitative and qualitative research which is mixed-method study. The

researchers’ goal is to know how Effective the Flipped Classroom Approach in Students

Engagement at San Miguel National High School. This research wants to study the effects of

Flipped Classroom that can help the students meet the learning outcome and be engaged in class.

This method is preferred because it is more efficient since it requires less time, less

expensive, and permits the collection of data from the sample easily. Data will be collected from

the Junior High School Students in San Miguel National High School. The purpose of this study

is to let everyone know how effective is Flipped Classroom Approach in Student’s Engagement.

DATA GATHERING METHOD

The researchers will use an interview as a method of collecting the needed data and a

survey questionnaire will be provided for our target respondents. The researchers will also use a

mobile phone to record the interview with the permission of the respondents. The participants of

the research are the Junior High School Students in San Miguel National High School. A mixed

method determines the participants of the research. It defined the scope of this research that the

students experiences the Flipped Classroom.

SAMPLING METHOD

The method that will be applied is purposive sampling which is a technique used in

mixed methods to search for a specific group of individuals or units for analysis. Participants are

chosen “on purpose”, not randomly, and used to select respondents that are most likely to yield

appropriate and useful information. The researchers chose purposive sampling as the method

because the respondents are the ones observed who experience the flipped classroom. The

sample of the researchers will be the Junior High School Students who are enrolled at San

Miguel National High School.

DATA ANALYSIS

The researchers will use a thematic analysis as a method of analyzing the Effectiveness of

the Flipped Classroom Approach in Student Engagement at San Miguel National High School.

Thematic Analysis was chosen by the researchers because it is the best approach when collecting

data from respondent’s opinions or views. Aside from this, Statistical analysis will also be seen

in the research to collect and analyze the common response of the participants and will present it

in the form of a scale. The form that will be use Strongly Agree. Agree, Disagree, Strongly

Disagree.
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