FLIPPED TEACHING APPROACH VS TRADITIONAL TEACHING APPROACH

Abstract

With the nature of present-day  students and their exposure to a variety of technology, teaching nowadays requires flexibility in addressing diverse learning styles which gives rise to a continued search for alternative approaches to teaching. One of these approaches is flipped teaching.

To address the need for a much improved achievement in mathematics the study  aimed to describe the profile of the respondents before and after the exposure to the flipped teaching approach and traditional classroom approach in terms of achievement, attitude towards mathematics, anxiety, and confidence. .

Four intact classes in college algebra, two intact classes in statistics, two intact  classes in Trigonometry and two intact classes in Analytic Geometry of De La Salle  University- Dasmariñas enrolled during the First Semester of SY 2015-2016, served as respondents of this study.

The control and experimental groups were administered the pretest and the posttest on the selected topics. The  two groups in all topics are comparable in terms of performance, attitude, anxiety and confidence. Considering the pretest and posttest mean values of each group in all topics it can be noted that learning took place  whether the approach is flipped or traditional. However, for some experimental groups, there is a significant decrease in the student’s anxiety. The Flipped Teaching Approach may be a good alternative approach in teaching particularly for the topics Exponential and Logarithmic Functions, Normal Distribution, angles of elevation and depression and bearing, ellipse and hyperbola but it has a more significant effect when used to the group of students taught Systems of Linear Equations.  The results suggest that for selected topics and groups of students, the Flipped Teaching Approach may give better learning outcomes and may also improve the students’ anxiety towards the subject, the teacher and himself. Thus, the Flipped Teaching Approach is a good alternative to the Traditional approach in teaching and giving students more time to do other school activities. It is also a way for the Philippine educators to minimize the effect of the suspension of classes due to unavoidable circumstances like typhoons and other local holidays.