MATHEMATICS PERFORMANCE AND ANXIETY OF JUNIOR HIGH SCHOOL STUDENTS IN A FLIPPED CLASSROOM
Abstract
The conventional schoolroom scenario portrays the teaching-learning processes orchestrating in the four walls of the classroom. Flipped Classroom tries to do away with the traditional mode of lecture to a more dynamic classroom experience of the students where presentation of the contents are done outside the classroom utilizing instructional videos. This study determined the effectiveness of the Flipped Classroom in the mathematics performance and anxiety of the Grade 7 students of Central Mindanao University Laboratory High School. Specifically, it aimed to answer the questions on the mathematics performance of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation and few days after the experimentation; on the mathematics anxiety of the students when exposed to Flipped Classroom and to Non-Flipped Classroom before and after the experimentation; on the difference in mathematics performance of the students when exposed to Flipped Classroom and to Non-Flipped Classroom after and few days after the experimentation as either significant or not; and lastly, on the difference in the mathematics anxiety of the students when exposed to Flipped Learning and to Non-Flipped Classroom as either significant or not. Results revealed that the mathematics performance of both groups recorded great improvements after the implementation. The mathematics performance of the students exposed to Flipped Classroom became significantly comparable with the mathematics performance of the students exposed to Non-Flipped Classroom in the retention test. On mathematics anxiety, the students are on moderate level in both groups before and after the implementation. Moreover, the mathematics anxiety of the students exposed to Flipped Classroom is lower after the implementation and it is even significantly lesser than the anxiety of the students exposed to Non-Flipped Classroom.
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DOI: http://dx.doi.org/10.46827/ejes.v0i0.1841
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