Araling Panlipunan Action Research

Improving Learners' Academic Achievement in Araling Panlipunan through Flipped
Classroom as a Pedagogy in Teaching in Grade 4 to 6 Learners at Fausta Salazar Como

Memorial School
I. Context and Rationale
The current K-12 Program of the Philippine Department of Education aims to equip
graduates with the information, media, and technology skills needed for both school and
work. This is a proof that educators of the 21st century learners are compelled to consistently
utilize technological tools and programs to carry out and enhance instruction (Department of
Education, 2016). The researcher of this study believed that our 21st century learners should
be equipped with technological trends in education as technologies form an integral part of
the overwhelming majority of students’ daily routines. It also affects the learning styles and
study habits of our learners. Thus, teachers should continue to adapt their teaching styles and
strategies in technological trends in education so that they can continue to nurture their
learner’s interest to a more academic achievement. The “Blended Learning” is one of the
best applications of educational technology in both learning and teaching for our learners.
In public schools, the Department of Education (DepEd) encourages teachers to
create innovation for their teaching strategies and intervention to nurture the grit and interest
of their learners for the lessons. This study supports the Blended Learning as one of the best
solutions that Filipino teachers should explore to have in their classroom to address some
issues in their learners such as poor study habits that leads to unsatisfactory performance in
the class. The focus of this study is to address the poor study habits of the learners in Araling
Panlipunan through this new strategic way of teaching, the Blended Learning by creating a
Flipped Classroom. The researcher found that the students do not have an interest to read the
lessons in their textbooks, and there are students who are often absent in the class which
resulted to poor performance in the subject and low academic achievement. There are studies
conducted about blended learning and it found out that students are often motivated by online
learning and online coursework (Hilz, 2018) the researcher then believed that Blended
Learning through a Flipped Classroom will nurture the grit and interest of the students in
studying the Araling Panlipunan.
This study also aimed to help other teachers especially in the subject of Araling
Panlipunan to make a strategy using one of the best examples of Blended Learning, the
Flipped Classroom. By definition, a flipped classroom is an educational technique that
consists of interactive group learning activities inside the classroom and direct computer-
based individual instruction outside the classroom (Calamlam, 2019).
This study also aims to explore how blended learning can be implemented in Fausta
Salazar Como Memorial School. Primarily, the study also aims to find the significant effects
of the use of technology or its blended learning which is the flipped classroom environment
especially in the subject of Araling Panlipunan. Hence, it aims to answer the question, Is
there a significant difference between the basic process skills test score means of the students
in the Flipped classroom and in the conventional-typed of classroom? Throughout its young
history, effective blended learning has not yet to be conducted in Fausta Salazar Como
Memorial School. As such, the researcher believed in the opportunity to utilize this study as a
jumping board for a more comprehensive adoption of this particular technology.
II. Action Research Questions
This study specifically aims to address the following questions:

1. What is the performance of the respondents based on the pre-test scores:
2. What is the performance of the respondents based on the post-test scores:
3. Is there a significant effect in the flipped classroom environment compare to
conventional- typed of classroom based on the learners’ academic
achievement in the post-test score in Araling Panlipunan?
4. What effect does have flipped classroom environment in improving the
academic achievement of the participants based on their learning experiences?
III. Proposed Innovation, Intervention, and Strategy
As mentioned above, the effectiveness of Blended learning, particularly on

one of its example, the Flipped Classroom environment should be continued to explore and
try its advantages and challenges more importantly in teachers’ teaching strategy in other
subjects to help learners to get higher achievement. This study is a jumping board for a more
comprehensive adoption of this particular technology.
The researcher will make a flipped classroom environment by using a flash drives
where the videos and pictures of maps needed in the lesson are save and the learners can view
these at home or in the school computer laboratory.
The first part of Flipped Classroom Class will be conducted in the classroom, the
researcher will instruct the learners on the activities they needed and this will be based on the
Blended Learning Lesson Plan made by the researcher. After the instruction and discussion
in the class, the learners will continue the lesson in the Flipped Classroom at their home, if
the internet connection or mobile data is not available for the learners; they can collaborate to
their group mate and finish the task. After the Flipped Classroom at home, the learners will
conduct their group activity and reporting in the class. Since Blended learning adopts a
system of “face- to-face instruction with computer-mediated instruction with the end
result will improve the student’s learning” (Hienze, 2018). The researcher believe that the
flipped classroom will help the learners to be more collaborative and active participant in the
classroom.
In general, literature supports the notion that various forms of blended learning help
improve student performance (Pitagan, 2020). However, in any educational institutions,
introducing blended learning is a function of “economic, logistical, or other planning
considerations, whereas other times the decision is made based on relative strengths and
weaknesses of different modalities for presenting course information” (Osguthorpe, 2021).
IV. Action Research Methods
a. Participants and/or Others Sources of Data and Information
The subjects of the research are students enrolled in Fausta Salazar
Como Memorial, School Year 2022-2023, Grade 4 to 6 level. The three-grade level are
purposively chosen to be a controlled and experimental group; they are also considered
heterogeneous class which means that there are below average and average learners included
in the class. The researcher will conduct a survey on the Grade 4 to 6 learners as to how
effective is the flipped classroom in improving their learning in Araling Panlipunan.
Data Gathering Methods

A pre-test will be conducted to learners before implementing the lesson plan. This test
will determine the prior knowledge of the learners. These scores will be compared to their
post test to see the difference in performance before and after the implementation the lesson
plan. The same pre-test will be given to all students of controlled group and experimental
group. The 50-item pre- test will be answered for 45 minutes. A brief clarification before the
pre-test in which details about the objective, mechanics, time duration, and other instructions
in answering the test will also be given.
The Daily Lesson Log (DLL) for the controlled group and the Blended learning
lesson plan for the experimental group will be implemented after the students took their pre-
test. The researcher then will implement the lesson plan on the same day based on the official
schedule of one-hour classes of these sections. Both conventional and blended-learning
lesson plan have in- class and out-class activity but differs in the method on how they did it.
The lesson plan for controlled group have the following flow for the lessons: First part
includes in-class activities which are teacher-centered and uses lecture method, the second
part includes out-of-class activities that consist of student-centered formative assessments.
The lesson plan of experimental group have the following flow for the lesson: First part
includes out-of-class teacher-centered activities with online lecture as a method while the
second part included student-centered formative assessment.
A post-test will be given at the end of the unit. The test will be served as their final
scores and to be compared to their pre-test scores to see the difference in performance before
and after the implementation the lesson plan. The data will be analyzed using statistical
treatments: t-test of independent means through Microsoft Excel. To find out if the flipped
classroom has a significant effect on the performance of the students, t-test of independent
means will be used to compare the scores on post- tests of students.
Data Analysis Plan

Data from the assessments will be analyzed to determine the following: the
effectiveness of the flipped classroom in terms of learner’s achievement in the post-test, and
the effect of flipped classroom in helping the learners to improve their academic achievement
base on the learners’ experiences. The data will be analyzed using statistical treatment:
descriptive statistics and t-test of independent means.
References
Calamlam, J.M., (2019). Effectiveness of Blended E-Learning Approach in a Flipped

Classroom Environment.
Department of Education (2016). Teachers Teaching Technology. Retrieved:

http://www.deped.gov.ph/videos/teachers-teaching-technology.
Heinze, A. (2018). Blended Learning; An Interpretative Action Research Study.

Doctoral
dissertation.Retrieved:http://usir.salford.ac.uk/1653/1/Heinze_2018_blended_learning
e.pdf
Hilz, G. (2018). Blended Learning Systems: Definition, Current Trends, and Future
Directions. The Handbook of Blended Learning: Global Perspectives, Local Designs, 3–
21. San Francisco, Pfeiffer Publication
Osguthorpe R.T., (2021). Blended Learning Environments: Definitions and Directions. Q

Rev Dist Educ 2003, 4(3):227–233.
Pitagan, F. (2020) Quipper School Contributes to Higher Test Score, Attendance Rate and
Assignment Submission in Teaching Mathematics. Article presented during the
DLSU Research Congress, June 20 to 22, 2017.
Improving Learners' Academic Achievement in Araling
Panlipunan through Flipped Classroom as a Pedagogy in
Teaching in Grade 4 to 6 Learners at Fausta Salazar
Como Memorial School
Submitted by:
CHERYL T. CABRERA
Araling Panlipunan Coordinator
Noted:
GEORGE C. CAGALITAN
School Head

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Improving Learners' Academic Achievement in Araling Panlipunan through Flipped

Classroom as a Pedagogy in Teaching in Grade 4 to 6 Learners at Fausta Salazar Como

I. Context and Rationale

II. Action Research Questions

This study specifically aims to address the following questions:

III. Proposed Innovation, Intervention, and Strategy

As mentioned above, the effectiveness of Blended learning, particularly on

IV. Action Research Methods

a. Participants and/or Others Sources of Data and Information

The subjects of the research are students enrolled in Fausta Salazar

effective is the flipped classroom in improving their learning in Araling Panlipunan.

Data Gathering Methods

Data Analysis Plan

Calamlam, J.M., (2019). Effectiveness of Blended E-Learning Approach in a Flipped

Department of Education (2016). Teachers Teaching Technology. Retrieved:

Heinze, A. (2018). Blended Learning; An Interpretative Action Research Study.

Osguthorpe R.T., (2021). Blended Learning Environments: Definitions and Directions. Q

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