Effectiveness of Flipped Classroom Approach to the Performance of Students in Mathematics 10

This study examined and measured the effectiveness of a flipped classroom method on the performance of Grade 10 learners in mathematics at Liceo de Los Baños. Quantitative research methodology, namely Quasi Experimental Research Design, is used in this study. To discover or choose respondents, match pairing techniques were used. There were two groups of students in this study: the experimental group and the comparison group. The students in the experimental group were exposed to a flipped classroom technique in which they were given an advanced video lecture with guided activities and self-activity on the day of their lesson. Students in the comparative group were exposed to the traditional approach. The study's main findings were evident. It was found out that the pretest mean score of the experimental group and comparison group were the same. The experimental group received higher points in their posttest after gathering all the relevant data. As a result, a considerable distinction between two groups was discovered. The findings revealed that learners who had prior knowledge because of a video lecture or a flipped classroom technique were more likely to improve their mathematical and logical skills. The researcher recommended using this strategy to enhance students’ ability in terms of mathematical and logical skill. Furthermore, future researchers should improve their video lesson to make it more appealing to learners to capture their attention.