Effectiveness of Using a Flipped Classroom in Improving 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