Effectiveness of Using a Flipped Classroom in Improving English Grammar Proficiency

Authors

  • Esperval Cezhar H. Cadiao Philippines University of the Philippines Visayas, Iloilo City 5000, Philippines
  • Ma. Joji B. Tan University of the Philippines Visayas, Iloilo City 5000, Philippines

Keywords:

Flipped Classroom, English Grammar Proficiency

Abstract

This mixed methods research had forty (40) Grade 9 learners of Iloilo Scholastic Academy as participants. The quantitative part of the study employed the one-grouped pretest-posttest design. All the participants have written an entry for their journal with a few guide questions. This is supplemented by the researcher’s observation notes. The English grammar proficiency level of the participants before the intervention was developing (S=8.62, M= 79.02) and their English grammar proficiency level after the intervention was proficient (S=5.54, M=87.27). Moreover, the difference in the pretest and posttest was significant ( Z = -5.476, p = 0.000 ). This result implies that using the Flipped Classroom in improving the English grammar proficiency of the Grade 9 learners was effective. For the perception of the Grade 9 learners toward the Flipped Classroom, the following themes emerged: (1) The Flipped Classroom makes it easy to learn English grammar; (2) The Flipped Classroom taps the interest of the learners in multimedia technology; (3) The Flipped Classroom promotes independent learning; and (4) The Flipped Classroom provides opportunities for collaboration.

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Published

2020-04-25

How to Cite

H. Cadiao Philippines, E. C. ., & B. Tan, M. J. . (2020). Effectiveness of Using a Flipped Classroom in Improving English Grammar Proficiency. International Journal of Sciences: Basic and Applied Research (IJSBAR), 51(2), 45–57. Retrieved from https://gssrr.org/index.php/JournalOfBasicAndApplied/article/view/10943

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