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VOL. 10, ISSUE 8 (2023)
Flipped classroom with peer tutoring and academic competence of students in science: An experimental study
Authors
Macario P Pacamara, Elizabeth D. Dioso
Abstract
This study aimed at investigating the effect of flipped classroom with
peer tutoring strategy on the academic competence in the subject of science
among 80 grade 8 students in La Fortuna National High School students during
the third quarter of academic year 2022-2023. The study sample was distributed
into two groups: the experimental group that consisted of 39 students, who
studied under flipped classroom with peer tutoring strategy, and the control group
that consisted of 40 students, who studied in the traditional method. To
achieve the objectives of the study, an achievement test was prepared and its
validity and reliability were checked. The study deduced that the experimental
group demonstrates higher communication skills compared to the control group.
Also, the experimental group demonstrates significantly higher problem-solving
skills compared to the control group. In light of the findings, the study
recommended the schools should conduct regular trainings on lesson planning
highlighting flipped classroom model and peer tutoring programs. Funds should
also target improving Learning Management System and the purchase of new
technology tools. Professional development trainings for teachers about flipped
classroom strategies, peer tutoring techniques, and effective ways to foster
communication and problem-solving skills should also be amplified.
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Pages:1-7
How to cite this article:
Macario P Pacamara, Elizabeth D. Dioso "Flipped classroom with peer tutoring and academic competence of students in science: An experimental study". International Journal of Multidisciplinary Research and Development, Vol 10, Issue 8, 2023, Pages 1-7
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