Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

Aprhodite Macale; Marivic Lacsamana; Maria Ana Quimbo; Edmund Centeno

doi:10.31129/LUMAT.9.1.1598

Authors

Aprhodite Macale University of the Philippines, Philippines https://orcid.org/0000-0003-2683-0291
Marivic Lacsamana University of the Philippines, Philippines https://orcid.org/0000-0002-5881-2429
Maria Ana Quimbo University of the Philippines, Philippines https://orcid.org/0000-0002-0797-6204
Edmund Centeno University of the Philippines, Philippines https://orcid.org/0000-0002-5612-4059

DOI:

https://doi.org/10.31129/LUMAT.9.1.1598

Keywords:

flipped classroom, peer instruction, science courseware

Abstract

This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines. To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation.

Author Biographies

Marivic Lacsamana, University of the Philippines, Philippines

Marivic S. Lacsamana is a Professor at the Institute of Chemistry, University of the Philippines Los Baños and currently serves as its Director. She is also an affiliate professor of the Faculty of Education of the University of the Philippines Open University. Dr. Lacsamana’s research interests prior to her stint in the University of the Philippines Open University deal with the purification, characterization and application of proteins against some agricultural pests and for the remediation of metal contamination of drinking water, immobilization of enzymes for process improvement, and application of rice hull nanosilica for mitigating salinity stress in rice.

Maria Ana Quimbo, University of the Philippines, Philippines

Maria Ana T Quimbo is a Professor of Educational Research and Evaluation. She teaches Professional Education Courses for graduate students at the University of the Philippines Los Banos and conducts research in curriculum studies and education policy, among others. She is a UP Scientist and a recipient of the One UP Professorial Chair Award for Outstanding Teaching and Research in Educational Research and Evaluation.

Edmund Centeno, University of the Philippines, Philippines

Dr. Edmund G. Centeno is an associate professor at the College of Development Communication, University of the Philippines Los Baños. He finished his PhD in Educational Communication and Technology at Kasetsart University, Bangkok, Thailand in 2015. His research interests include instructional design, e-learning, blended learning, and other innovative learning approaches.