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Introduction
Global competition and rapid advancement in communication and technology
continuously shape our academic and professional lives. The Association of South East Asian
Nations aims to achieve regional integration which allows the member states to participate in
the flow of goods and services, capital, foreign investment, and labor. It also opens doors for
regional job markets making the competition tougher and pushing the education sectors to
produce competent graduates who possess skills needed to actively contribute to this
knowledge-based society. These recent developments in the region and the need to develop
ICT-literate individuals have prompted the Philippine government to push for a new basic
education curriculum which seeks to provide a quality 12-year basic education program for
The K to 12 English Curriculum (also known as the Language Arts and Multiliteracies
Curriculum or LAMC) is founded on the belief that language, thinking, and learning are
interrelated and that language is the foundation of all human relations [ CITATION Jes18 \l
learners who are competitive in this global economy (Department of Education, 2016).These
also gave rise to 21st century learning that refers to a pedagogical concept that emphasizes
skills and knowledge needed by learners in order to succeed in work, life, and citizenship (The
Partnership for 21st Century Learning, 2015). On top of improving these skills, the ASEAN
education ministers also declared the importance of English in attaining its goals.
In the Philippine setting, English language teaching becomes an integral part of the
curriculum since English is spoken by more than 14 million Filipinos (Cabigon, 2016). It is the
language of commerce and law, as well as the primary medium of instruction in education. The
Philippines is claimed to be the third largest English – speaking country in the world next to the
United States and Britain ( Jugo, 2017); however, this claim is now being eroded by some other
competitions with the dlining mastery of some college graduates Marcelo, 2010). Recent reports
confirm the common impression that the English proficiency of Filipino students is rapidly
deteriorating.
The implementation of the new curriculum also changed the face of English –
language teaching in the country. One of the prevalent observation was the reduction of time
allotment for English subjects both in elementary and junior high school levels. From five hours
per week at the secondary level, the time allotted to English subjects was down to four hours a
week. At the elementary level, the reduction was from 60-90 minutes to 30-50 minutes per
English teachers are also complaining about the minimal number of grammar
lessons. Content and performance standards as stipulated in the English Curriculum Guide
released by Department of last August 2016 do not indicate enough lessons which are
substantial in attaining English proficiency. For instance, in a topic module lesson plan nine –
day teaching of one lesson, teaching grammar is held only in one day. A teacher cannot have an
extra day of grammar activities because he may lag behind and fail to finish the lesson or
The researcher has also observed that most of the English subjects offered in Junior
high School focus on the teaching of literature and the application of its themes in real – life.
The required competencies required per level are geared toward the development of the five
macro – skills in English namely listening, reading, speaking, writing, and viewing. Absence or
minimal lessons on grammar has resulted in students’ failure to have a total grasp of grammar
rules; hence, this deficiency has led to students’ poor performance. Data show that the score
of basic education students in the Philippines in the national achievement tests (NATs), which
uses a number of grammar tests, across subjects remained to be way below the 75-percent
In the local context, this poor performance is greatly felt in the local setting of the
study which is Concordia College. The Center of Excellence and Measurement Achievement
Test results on the current Grade 10 students reveal that out of 90 examinees, fourteen
examinees (15.55%) got a mark of Needs Improvement; 18 examinees ( 20%) got a mark of
Moving Towards Average; 48 examinees ( 53.33%) got an Average; six examinees (6.67%)
were Approaching Excellence and only four (4.44%) were excellent. Likewise, minimal grammar
lessons are also the perceived factor why the students are having difficult time in fairing well in
the National Achievement Teast and College Admission Tests. This observation was confirmed
by Mrs. Teresa P. Ang, the Guidance Counselor of Concordia College. She expressed that only
two out of five students are accepted in big universities such as La Salle, University of Sto.
To resolve this issue, the researcher and the current English coordinator of the
English Department of Concordia College would like to give additional time to the teaching of
grammar without compromising the rest of the activities in the K- 12 curriculum. This study aims
to help solve the problem relative to the declining grammatical competence of the students
through offering an Enrichment Program focusing on grammar teaching using the traditional
Theoretical Framework
The research is anchored on Bloom’s Mastery of Learning and Bergmann and Sams
The first theory, Mastery of Learning, Bloom as cited by Crouch (2014) considered how
teachers might adapt the most powerful aspects of tutoring and individualized instruction to
students vary widely in their learning rates and modalities, if teachers could provide the
necessary time and appropriate learning conditions, nearly all students could reach a high level
of achievement.
In using this strategy, teachers organize the important concepts and skills they want
students to acquire into learning units, each requiring about a week or two of instructional time.
identifies precisely what students have learned well and where they still need additional work.
what students must do to correct their learning difficulties and to master the desired learning
outcomes.
When students complete their corrective activities (after a class period or two), they take
a second, parallel formative assessment that addresses the same learning goals of the unit but
assessment verifies whether the correctives were successful in helping students remedy their
individual learning difficulties. It also serves as a powerful motivational tool by offering students
Along with the corrective activities, Bloom recommended that teachers plan enrichment
or extension activities for students who demonstrate their proficiency on the first formative
assessment. Enrichment activities give these students exciting opportunities to broaden and
Bloom believed that nearly all students, when provided with the more favorable learning
conditions of mastery learning, could truly master academic content. A large body of research
has borne him out: When compared with students in traditionally taught classes, students in
well-implemented mastery learning classes consistently reach higher levels of achievement and
Bloom identified the core elements of mastery learning. The first element is diagnostic
pre-assessment with preteaching. Most mastery learning models stress the importance of
administering a quick and targeted pre-assessment to all students before beginning instruction
to determine whether they have the prerequisite knowledge and skills for success in the
upcoming learning sequence. Some teachers pre-assess students orally by asking them about
previous learning experiences or understandings; others use short surveys or quizzes. For
students whose preassessment results suggest deficiencies, mastery learning teachers take
time to directly teach them the needed concepts and skills. In other words, teachers ensure the
should be multifaceted; adapted to the context; tied to students' interests and experiences; and
students.
systematically monitor student progress and give students prescriptive feedback. These brief
classroom assessments measure the most important learning goals from an instructional unit
and typically are administered after a week or two of instruction. They reinforce precisely what
students were expected to learn, identify what they learned well, and describe what they need to
learn better.
Formative assessments vary in form depending on the subject area, the grade level, and
the learning outcomes involved. They may be short quizzes, written assignments, oral
quality corrective instruction designed to remedy whatever learning problems the assessments
identified. This element of mastery learning is not the same as "reteaching," which often
consists simply of restating the original explanations louder and more slowly. Instead, mastery
students' learning styles and learning modalities. Some teachers engage students in peer
Another core element is a provision for second, parallel formative assessments. Blooms
stressed that, in mastery learning, assessments are not a one-shot, do-or-die experience;
instead, they are part of an ongoing effort to help students learn. So after corrective activities,
mastery learning teachers give students a second, parallel formative assessment that helps
determine the effectiveness of the corrective instruction and offers students a second chance to
also offer effective enrichment activities that provide valuable, challenging, and rewarding
learning experiences for learners who have mastered the material and do not need corrective
instruction. These activities should enable successful learners to explore in greater depth a
range of related topics that keenly interest them but lie beyond the established curriculum. Many
teachers draw from activities developed for gifted and talented students when planning
enrichment activities, including challenging academic games and exercises, various multimedia
The second theory, Traditional Flipped Classroom Model is explained by Bergmann &
Sams ( 2012). They described traditional flipped classroom model as “what is done at school
done at home, homework done at home completed in class.” In traditional flipped classroom
approach students come to class by watching the lecture video of previous night. The lesson
starts with short questions and answers. If there are points in lecture that are not understood,
they are explained comprehensively. In the rest of time, the teacher makes activities based on
questioning and gives one to one support to students. In this kind of class structure, the lessons
are always given as lecture video format out of course period and the teacher never teaches
lesson directly. Accordingly students are given opportunity to learn by discussing. In this
approach not a teacher centered class but a student centered class is in question and the
teacher is in class as just a guide. In flipped classroom approach time is restructured. However
in traditional approach teaching of subject takes the most of course time. Class activity periods
in traditional approach of Bergmann & Sams (2012) and class activity periods in flipped
Table 1
Homework/ Checking of
20 mins Answering lecture video 10 mins
Previous Lesson
The Flipped Mastery Model has five stages: The first stage comprises direct instruction
which is usually done through presentations and videos which can either be created by the
teachers or group of teachers or be downloaded from the wide array of resources in the internet.
Practice is the next stage where students practice some of the rudimentary things they learned
in the video. This is generally done during the class with the teacher present. Next, is going
deeper: Students then take what they have learned and do higher order cognitive tasks in the
class with teacher help. This might take the form of an experiment in a science class, a
discussion in a history class, or writing a paper in an English Class. The next stage includes
assessment having both formative and summative assessments. And lastly, remediation. If a
student does not master content, students get appropriate remediation and are re-assessed
GOING
DI PRACTICE ASSESS REMEDIATE
DEEPER
Both Bloom’s Mastery Learning and Bergmann’s and Sam’s Traditional Flipped
Classroom Model are related theories in the foregoing studies since both discuss how a
student- learner master the skills and competencies taught by the teacher. The theories contain
elements which are highly significant in the study. One of these elements is pre-assessment or
Another feature is the use of different formative and summative assessments to ensure
transfer of learning and mastery. Different assessment techniques follow proper scaffolding
techniques to make sure that the individual needs of the learners are addressed.
Conceptual Framework
The visual representation of the independent and dependent variables used for this
Dependent Variable
Independent Variable
Traditional Classroom
Grammar Proficiency
Flipped Classroom
of Grade 10 students
Figure 2 is the conceptual framework to be used in the study. It is divided into two major
components: the dependent and independent variables. The dependent variables include
traditional classroom which are employed to the control group and the flipped classroom which
was used by the experimental group. The independent variable includes the grammar
proficiency of Grade 10 students. The line connecting the variables signify the relationship
between the two styles of the classroom and the grammar proficiency of the students. The
whole conceptual process leads to the possibility of enhancing the grammar achievement of
Grade 10 students.
This study aimed to determine the impact of flipped classroom on students’ achievement
in grammar.
Hypothesis
Ho: There is no significant difference between the scores of the pretest and posttest of
the control group; pretest and posttest of the experimental group; pretest of control and
The study that was undertaken at the Concordia College, focused on the application of
traditional classroom and flipped learning through E- Genyo into the teaching of grammar and
its effects on the enhancement of students’ performance in grammar test. The grammar lessons
covered the topics reflected in the coverage of National Achievement Test Reviewer published
antecedent agreement; dangling and misplaced modifier; tenses of the verb; prepositions and
parallel structure.
The intervention that is an Enrichment Program was conducted outside class hours and
This study did not assess competencies in the other macro skills like speaking, reading
and writing.
Significance of the Study
education and using educational resources differently. Likewise, this study will be an important
reference for them as they provide leadership that promotes school change.
Teachers. The teachers, who are the main beneficiaries of the study may benefit by
Students. It may provide an opportunity in using learning platforms which are both
Future Researchers. The study may aid them while investigating the impacts of flipping
Definition of Terms
The following words are defined technically and operationally for better understanding of
as strategies for using them. As used in the context of study, this refers to the use of E – genyo
E – Genyo.. E- Genyo is the learning platform used in Concordia College to address the
multimedia content for the students so they can have fun while enhancing their academic
performance. Teachers can also customize lessons and assessment modules to address
individualized learning.
learning to provide ongoing feedback that can be used by instructors to improve their teaching
students identify their strengths and weaknesses and target areas that need work and help
faculty recognize where students are struggling and address problems immediately
Grade 10 students of Concordia College. This program aims to enhance the grammatical
competence of the students with the employment of traditional and flipped classroom.
Flipped Classroom. It is the learning style that shifts from lecturing in class into
performing a variety of activities. These activities shall be self-learning ones, as a result the
educator’ role will change from being a communicant into a coach and facilitator whereas the
lecturing shall be done via the technology media such as online-video podcasting or screen
casting and more. In the context of this study, flipped classroom refers to the strategy employed
in the experimental group. Activities include giving of videos and presentations to students
clarifications of what they observe; design and conduct experiments in which data are collected,
classified, and analyzed to come to conclusions to back-up or dispute given theories or propose
assessments to meet the needs of one particular learner. It ensures that a student is getting the
proper guidance, flexibility, and learning support to expand opportunities for academic growth. In
this study, it refers to the activites assigned to the learners which are parallel to their capacities.
Inverted Classroom. It means that events that have traditionally taken place inside the
classroom now take place outside the classroom and vice versa.”.
for our ability to produce sentences in a language. In the context of this study, the students’
competence will be measured in the following content: subject – verb agreement, pronoun –
and misplaced modifier; tenses of the verb; prepositions and parallel structure.
methods which establishes a level of performance that all students must master before moving
on to the next unit (Slavin, 1987). Thus, through one or more trials, students have to achieve a
specified level of content knowledge prior to progression on to a next unit of instruction. Mastery
learning, in this study, refers to the series of formative and summative assessments given to
strategies, such as organizing, monitoring, and adapting. Additionally, it is your ability to reflect
upon the tasks or processes you undertake and to select and utilize the appropriate strategies
problems are used as the vehicle to promote student learning of concepts and principles as
opposed to direct presentation of facts and concepts ((Duch et al, 2001).As used in the study,
PBL
learning at the end of an instructional unit by comparing it against some standard or benchmark.
are exposed to traditional and routinary activities following motivation – teacher discussion –
Chapter 2
This chapter presents the foreign and local literature and studies collected by the
researcher. The researcher makes sure that those included in this part are significantly related
English is considered as modern lingua franca ( Nordquist 2017). It is the language used
in communication, education, law, medicine and different industry. Certainly, English is the
Being the universal language and the chief medium of communication in most countries,
the English language is spoken by more people in different parts of the world compared with
any other languages. Lyons (2017) in his article, “How Many People Speak English, and Where
it is Spoken,” states that out of the world’s approximately 7.5 billion inhabitants, 1.5 billlion or
20% of the earth’s population speak English. He adds that Asia has relatively few native English
speakers, but a large number of people who speak English as a second or foreign language and
generally use it for their jobs are from India, Pakistan and the Philipines. These are the top three
Asian countries with 125 million, 94 million, and 90 million English speakers, respectively.
Mannivannan (2009) elaborates the fact that English is the medium of scientific and
technological discourse. He mentions that the latest and the most advanced discoveries and
inventions in science and technology are being made in the universities located in the United
Stated of America where English is the official language. He also claims that there are many
Indians who have become so skilled in the English language that they have won many
international awards for creative and comparative literature during the last few years. The
English language comes to the aid in commercial transactions throughout the globe. English is
the language of the latest business management of the world, and the proficiency in English has
brought laurels to business managers. English is a means not only for international commerce;
it has become increasingly essential for inter – state commerce and communication.
The success of the workers in technological industries depends on their language skill.
Newton (2010) provides language – using tasks that an employee should be able to tackle to
deal with exigencies of the situations which may arise at the workplace. These are the ability to
representatives of other companies from abroad; the ability to assist an English- speaking
person when hosting business partners from abroad; and to participate in the social life of the
Along with the numerous job opportunities that require English proficiency, the demand
for English has become more prevalent since it bridges the gap to other nations and
nationalities (Jugo, 2007). It is very essential in enhancing relationships with other countries, for
it serves as a link to the broken bridge formed by every nation’s cultural and geographical
differences.
Likewise, the selection of English to be vital for the prosperity of technical students must
be considered from a clear comprehension of the fact that the technical component partly relies
on the English language. It is the professional development component that requires students to
possess the ability to effectively communicate in both verbal and written English (Nerist, 2016).
words and create sentences out of these words, they are doing grammar. It is grammar that
makes sense of sentences, and sentences make sense of the words ( Lane, 2014). Only when
People think that correct English grammar element only to teachers and is of no real
importance in daily life. This is absolutely not true. Grammar, regardless of the country or the
language is the infrastructure for communication. When a message is drop with the appropriate
grammar, it’s easy to recognize the ambition and meaning of that message. In order to
communicate, a learner should know the grammar of the language. It is crucial to be able to
express yourself.
The grammar explains the forms and structure of words and how they are arranged in
sentences. It provides the rules for common use of both spoken and written language so we
can more easily understand each other. It gives information that helps the reader’s
comprehension. It is the structure that conveys precise meaning from the writer to the audience
or from the sender to the receiver of the communication. Eliminate grammatical errors from
Knowledge of grammar, therefore, plays a great role in both speaking and writing.
Michael Swan (2008) emphasizes that grammar generates considerable complexity in practice.
Through training, according to him, a person can become a better communicator since he is
which a teacher attempts to bring desired behavioral changes in his students. All the students
do not possess homogenous personalities and learning styles. This heterogeneity in learners
requires different method/ strategies for teaching- learning process and consequently effective
objectives. So the main aim of teaching is to bring about socially desirable behavioral changes
in the children. Teaching is an art and methods are the way or mode to understand and practice
this art. The teaching methods tell the teacher how s/he should teach his/her students. This is
true that ‘ as in the absence of the correct directions/true path a person cannot reach his
destination, in the same way in the absence of proper method the student cannot be given
desired knowledge’.
It is undeniable that the teacher is the key to the learning process; thus, teachers must
be equipped with 21st century skills to cope up with fast – paced challenging world (Tendero,
2000). In any profesion, particularly in teacher education, the skills of the person applying are
always part of the qualifications for the job. The teacher must be competent and confident in his
job.
a life – long process. Becoming a professional teacher is not a destination; rather, it is a long
journey. It is a life – long journey, and to cope with the new trends in teaching is one of its
of Familara, an online blogger, teaching equipment and materials have changed over the years,
not only to facilitate teaching and learning situations but also to address the instructional needs
using a foreign language into sub-sets of discrete skills and areas of knowledge. It is largely a
functional procedure which focuses on skills and areas of knowledge in isolation. Following on
from this, traditional methodologies are strongly associated with the teaching of language which
is used in a certain field related to the students’ life or work. As stated in the book Teaching
English as a foreign language by Broughton et al. (2013) “the recognition that many students
of English need the language for specific instrumental purposes has led to the teaching of ESP
– English for Special or Specific purposes.” The same authors illuminate the impact of this
approach on the teaching output created; they inform the reader about “the proliferation of
courses and materials [being] designed to teach English for science, medicine, agriculture,
engineering, tourism and the like” (Broughton 9), which actually meant that the content of the
course was limited to the specific vocabulary and grammar of the chosen field. For example
agricultural courses included exclusively agricultural vocabulary and all grammar was
presented only in an agricultural context. Vocabulary, phrases, and sample sentences from
other fields and activities, even from the realm of specifically communicative English, were
excluded.
A very typical feature of traditional methodology, as Broughton and his colleagues claim,
centred. The reason for this approach is explained by Kuzu (2012), who asserts that it is based
on the “traditional view of education, where teachers serve as the source of knowledge while
learners serve as passive receivers” . This idea corresponds to the simile of Jim Scrivener, who
claims that “traditional teaching [is imagined to work as] ‘jug and mug’ – the knowledge being
poured from one receptacle into an empty one.” This widespread attitude is based on a
precondition that “being in a class in the presence of a teacher and ‘listening attentively’ is [...]
In his book Communicative Language Teaching Today, Richards (2013) highlights that
in traditional methodology “learning was very much seen as under the control of the teacher”.
To sum up, the traditional methodology puts the responsibility for teaching and learning mainly
on the teacher and it is believed that if students are present in the lesson and listen to the
teacher’s explanations and examples, they will be able to use the knowledge.
Tharp (2010) , in his article “Modern Foreign Languages,” points out that traditional
methodology’s “emphasis was placed on the formal side of the language”. After analysing the
way people speak, the professionals came to the conclusion articulated by Broughton at al. in
their book Teaching English as a Foreign Language that “the actual choice of words and their
arrangement is new virtually every time we produce an utterance ([with] a very small list of
exceptions). The only way to explain the process of making new sentences by analogy
involves the notion of observing the regularities (rules, patterns, structure) underlying them and
working out how to operate them to generate new sentences”. Richards adds that “it was
assumed that language learning meant building up a large repertoire of sentences and
grammatical patterns and learning to produce these accurately and quickly in the appropriate
situation”. Based on the above mentioned opinions is “the traditional view that the English
language consisted of a battery of grammatical rules and a vocabulary book”. On the basis of
this conclusion, the traditional methodology arose. In his book The ELT Curriculum, White
highlights the consequences of handling the language in this grammar governed way. He
reminds us that traditional methodology does not present the language as a means of
traditional approach shows language primarily from the rule-governed point of view and
person who knows the rules and the lexis is able to understand and speak the target language.
Because of the above mentioned facts, the teaching also focuses on the grammatical
rules and items of lexis. As stated by Richards (2013), “earlier views of language learning
focused primarily on the mastery of grammatical competence”. The same author offers a
highest priority is called the ‘Grammar-Translation Method.’ The principles of this approach can
language “produced a teaching method which selected the major grammar rules with their
exceptions and taught them in a certain sequence” (Broughton 39). According to Richards, this
approach was “based on the belief that grammar could be learned through direct instruction and
through a methodology that made much use of repetitive practice and drilling”. Broughton
specifies the most typical features of the grammar-translation method, which are “[its] rules, [its]
examples, its paradigms [...] and related exercises” (Broughton 39). This opinion is also
supported by White’s assertion that “grammar translation involves the learning and application
of rules for the translation of one language into another” (White 8). Richards describes this
method in more detail when he declares that this “approach to the teaching of grammar was a
deductive one: students are presented with grammar rules and then given opportunities to
practice using them.”. As we can see from these statements, in language lessons, the priorities
were (and still are) grammar, grammatical rules, given examples, and translating from English
One can discover another important aspect of traditional methodology in Tharp’s (year)
statement that in language teaching the essential issue was “rules to be memorized,
grammatical text analysis, and literal translation”. The students were expected to memorize the
grammatical rules and to practise using them while translating sentences and analysing English
texts. Huaxin Xu, an English teacher at Xi’ a Foreign Language University in China agrees with
the point that memorizing the grammatical rules and vocabulary is an essential feature of
traditional methodology. This author quotes the words of Bowen, Madsen, and Hilferty who
describe the “main focus” of the traditional methodology as being “on committing words to
memory, translating sentences, drilling irregular verbs, later memorizing, repeating and applying
grammatical rules with their exceptions” (qtd in Xu 2). In Xu’s own words, “students are asked
to memorize verb paradigms and exceptions to grammar rules” (Xu 13). This quotation agrees
with White’s utterance that “knowledge of the rule is regarded as being more important than
application and the focus is on teaching about the language” (White 8). As mentioned above,
the application of rules is practiced by translating from one language into the other. Besides the
stating that the “grammar translation method produced habits indicative of deciphering and not
of reading” (Tyler 23). This impression might be caused by the constant analyzing of texts:
vocabulary items and grammatical forms are deliberately decoded and only then is the meaning
formed and expressed in the target language. White suggests that the reason for this academic
approach might be the strong influence of universities among teachers and students. He claims
that the “language teaching conformed to the kind of academicism which the universities
considered appropriate.
As all methods, traditional methodology has some positive as well as negative aspects,
Implied by Xu, one opinion is that “doing a little bit of translation and using students’
native language in class [...] is both economic and effective in explaining a concept” (Xu 14). He
even affirms that “classes can be taught in students’ native language” (Xu 13). Xu considers
using students’ native language as a good way of saving students’ precious time. Briefly, the
translation of sentences from or to their mother tongue and communicating in the students’ first
language reveals whether the students have really understood the main point, the concept of a
points out that “grammar translation can cut down on chances that some students, when trying
to express themselves in English, are likely to produce Chinglish. [...] From the very beginning,
the teacher should bring the students’ attention to the conceptual differences in the two
languages and help them establish correct concepts in English” (Xu 13). If an error still occurs,
the teacher is advised to correct it as soon as possible. Concerning error correction, Broughton
asserts that “by making mistakes the learner is practicing the wrong thing and developing
undesirable habit”.
Good habits are formed by having students produce correct sentences and not through
making mistakes. Errors were to be avoided through controlled opportunities for production
(either written or spoken). By memorizing dialogues and performing drills the chances for
making mistakes were minimized. [...] Accurate mastery was stressed from the very beginning
stages of language learning, since it was assumed that if students made errors these would
To avoid fossilizing the errors, all mistakes noticed by the teacher are immediately
corrected by him or her for the student not to remember the incorrect version. One more
advantage of the traditional teaching should be mentioned here. Some authors agree that in no
circumstances should some routines be broken. In a book on Czech education, the typical
procedures are described. It reads that the teacher “starts the lesson with revision of the
previous lesson. He examines the pupil individually by asking them to come to the blackboard,
they are asked to [...] do an exercise, [...] respond to teacher’s questions or sometimes the
whole class takes a written test.” According to the same book, the next step is the “examination
the teacher explains a new subject matter and practices it with exercises” (Chudá, 2012 ).
As Chudá states, the very last thing the teacher does during the lesson is that “he sums
up the topic and sets assignments for the next lesson”. One can see that students always know
what follows. First, the previous lesson’s subject matter is revised either collectively or by one
student, who is examined, or possibly in a test that all the students take. The second
component is the new subject matter: the teacher’s explanation of it, followed by exercises,
mostly translations as practice. The last component is revision and the assignment homework.
to some authors, there is not enough attention paid to teaching the basic skills, reading and
writing, speaking and listening. As mentioned above, “reading” in a foreign language seems to
have more to do with deciphering than with reading in one’s mother tongue (Tyler, 2010). The
student tries to understand every single word and its grammatical form, because he believes it
Other authors agree on the lack of speaking and pronunciation practice in traditional
teaching methodology (White 8, Broughton 9). Instead of trying to speak and get the meaning
through, the students are smothered with linguistic information, “rules with examples, its
paradigms [...] and related exercises” (Broughton 39). In the view of Broughton and his
colleagues, this approach “ha[s] for so many years produced generations of non-
communicators” (Broughton 39). The same authors highlight that many learners experienced
significant frustration at the moment of realizing that they were not able to speak in common life
situations.
Concerning writing, Graves (2011) makes a notable point: Writing has been used as a
form of punishment: ‘Write your misspelled worry 25 times.’ (This is called a reinforcement of
visual memory systems.) ‘Write one hundred times, I will not chew gum in school.’ ‘Write a
300word composition on how you will improve your attitude toward school.’ Most teachers
teaching in 1985 were bathed in the punishment syndrome when they were learning to write.
Small wonder that most of us subtly communicate writing as a form of punishment. We have no
The traditional methodology teaches the written language as the highest priority in
learning a foreign language. However, it presents writing in a very unpleasant way. This forms
a significant contradiction in the students’ attitude to the foreign language itself: writing in the
language is essential and it is highly appreciated; if one can write in the language he is
considered to have reached the goal; yet on the other hand, the same activity is a form of
punishing students. For the students, this approach can be highly demotivating.
Traditional language teaching is based on a traditional approach to the target
language, which regards the language as a body of grammatical rules and an enormous
number of words that are combined according to the rules. Traditional methodology thus
focuses on grammatical structures and isolated items of vocabulary. Scrivener (year) adds that
“the teacher spends quite a lot of class time using the board and explaining things – as if
‘transmitting’ the knowledge”. Students are expected to learn the rules and the items of lexis,
and it is supposed that they will be able to use the language. However, students mostly explore
only narrow avenues of the language, because, according to Broughton and Scrivener, the
syllabuses are grammatical and the language is grouped by purpose (16, 31).
The flipped classroom approach started in 2006 in Colorado, and the strategy basically
refers to the idea that the lectures and explanations would no longer be done in class but at
home, leaving what was previously treated as homework to be done in the class time (Bergman
& Sams, 2012).Although asking students to prepare before class time is not a new idea, the
flipped classroom is special for two reasons: first, because it uses video as a pre-teaching tool,
and teachers are able to record or create video content and share it withtheir students to help
them learn independently. Second, the flipped classroom established the framework to
effectively personalize learning to confirm that every student is capable of learning anything
when giving the right support. This strategy changes the view of the classroom from being a
knowledge station to being a place for student engagement and formative assessment of
The flipped classroom radically changed the traditional concept of teaching and learning
by shifting how the teacher is teaching and the learners are learning. Giving students control
over their learning is the revolutionary idea behind the flipped classroom strategy. In the EFL
context, the flipped classroom strategy can help solve common problems of English language
feedback, and low proficiency levels (Basal, 2015; Hung, 2015; Obari & Lambacher, 2015;
Sung, 2015).
teaching:
1. Learning Styles
Learning styles theories posit that individuals have unique learning styles, and that
matching learning experiences with particular learning styles improves educational outcomes.
There are several strands within the learning styles literature, but extensive exploration of all of
these is beyond the scope of the current work. We discuss only two. Depicted in Figure 2 are
the origins of the Kolb learning style. Kolb identifies Lewin, Dewey, and Piaget as the sources
from which he derives his theory of experiential learning. Kolb’s own model of learning styles is
then based upon this theory. This model consists of a universal learning cycle and two
embedded dimensions,perception and processing. Kolb’s four learning styles are given by the
The learning styles theory of Felder and Silverman is also noteworthy, as this was
developed specifically for use in engineering education. Felder and Silverman identify at least
two sourcesfor the dimensions of their model, including Jung’s (1933) theory of psychological
types and Kolb’s learning styles. This model consists of five dimensions, with two extremes for
teaching style are established along the dimensions of content, presentation, organization,
Topping and Ehly (2010 define peer assisted learning as, “the acquisition of knowledge
and skill through active helping and supporting among status equals or matched companions”
(p.1). This broad definition prepares us for the statement by Foot and Howe, “Taken together,
the processes[collaborative learning and peer tutoring] describe and seek to explain underpin
virtually all the [peer-assisted learning] techniques currently in educational practice” (p.28).
Smith and MacGregor further explain, “cooperative learning represents the most carefully
3 Cooperative Learning
Foot and Howe describe cooperative learning as including three key parts: 1) Students
work in teams toward the attainment of some superordinate goal. 2) Labor is divided between
teammembers, such that each individual takes responsibility for a different sub-goal. 3)
Individual contributions are pooled into a composite product to ensure that the goal is reached.
4 Problem-Based Learning
Hmelo-Silver lays out five goals of problem-based learning. These include helping
Student Groups. 3) Teachers are Facilitators or Guides. 4) Problems Form the Organizing
Focus and Stimulus for Learning. 5) Problems are a vehicle for the development of clinical
Dochy et al. (year) and Gijbels et al. (2013) both present meta-analytic results on the
effectiveness ofproblem-based learning (PBL). These indicate that the effect of PBL on skills is
positive, while its effect on knowledge is negative. Combined results indicate an overall negative
effect for problembased learning. Gijbels et al. recommend careful consideration of assessment
5 Active Learning
Prince (2010) defines active learning broadly as, “any instructional method that engages
students in the learning process.” This definition is itself broad enough to include many
traditional classroom activities such as lectures (provided students are reflecting, taking notes,
or asking questions).
these methods are systematically dismissed by explicit exclusion. Thus, active learning acts as
a superset for both peer-assisted and problem-based learning approaches. Prince also clarifies
the relationship between these two, indicating that problem-based learning is, “always active
There are 10 reasons that the experts and teachers suggest for flipping the classrooms.
1. Flipping Minimizes Time for Active Learning. This is the most compelling reason to
flip: maximizing the use of valuable time a teacher has to spend face-to-face working with the
students in the classroom – time that has been freed up from lecturing. Moving dirct instruction
out of the group learning space and into the individual learning space frees up classs time for a
more creative, engaging work with students. This shift corresponds to flipping the triangle
represented by Bloom’s taxonomy, with individual learning tasks ( listening and understand ding)
shifted to the personal learning space allowingmore time for higher cognitiveactivities
2. Flipping Facilitates Differentiated Instruction. Teachers have more time to watch their
students at work, help them individually, and differentiate instruction based on individual student
classroom.
3. Flipping is Grounded in Learning Theory. When done well, flipped teaching uses
pedagogical principles that rest on a solid base of learning theory and cognitive research. Good
flipped teaching and learning, when done well, can address many problems inherent in
traditional lecture – based instruction. Using the how – people – learn lens suggests that flipped
teaching offers opportunities for creating learning environments that are learner, knowledge,
4. Flipping Effectiveness Data Show Promise. Although the data are limited, flipping the
classroom brings about known to date outcomes, describing the impacts on student
5. Flipping Benefits Teachers, Too. The linchpin to success is the teacher. Flipping
impacts teachers in terms of their roles, learning and professionalism. Flipped classrooms can
benefit teachers and their learning as much as the learning of their students, specifically if
schools use the process and the products of flipping as a tool for showcasing, analyzing, and
together in creating videos and analyze them as “input data” they correlate with student
outcomes, flipping can be a powerful form of professional development since it makes effective
6. Students Like Flipping. One of the key inspirations for teachers is how much their
students prefer flipped classrooms to traditional classrooms. Students use technology in all
aspects of their lives, and they expect and want to use technology more in school. Because they
are comfortable in communicating, finding information, and creating technology, most are
primed for the ways that technology is used in flipped classroom models. In fact, many students
respond positively to the independence and responsibility for their own learning required in
flipped classrooms.
7. Flipping Brings the Classroom to Parents. Things are flipped at home when teachers
send video instruction home for students to watch out of class; parents need preparation for
these changes. Once they know what to expect and how to help their children become
successful with flipped learning, parents are usually enthusiastic about being able to see what
their children are learning. They can be reassured that they don’t have to be content experts
increasingly available as schools invest in hardware, band with, digital content and as students
9. Flipping Builds 21st Century Skills. Students are using 21st century skills as they use
technology to access information in flipped classroom; teachers use classroom time for activities
10. Flipping the Future. In flipping their teaching, the educators are flipping their learning
and opening themselves to new ways of thinking. As they and other teachers around the globe
share flipped lessons and techniques, they are opening the black boxof their classroom practice
Brame’s (2013) identified four key elements for a successful flipped classroom:
Educators like Cheryl Morris suggest that flipping shouldn’t be seen as a pedagogy, or
instructional technique, or even a theory. Instead, she describes what she calls the
1. Teachers make the best use of their face – to – face time with the students.
3. There is an intentional focus on higher – level thinking, rather than rote memorization.
A more expanded version of this was defined by the Flipped Learning Network in their
2013 study “ A Review of Flipped Learning” (Hamdan, McKnight, McKnight, & Artsfrom, 2013).
Using the acronym FLIP as an organizing framework, they identified what they call essential
elements, unifying themes or requirements for what they call the “Four pillars of F-L-I-P:”
process); Learning culture ( a culture built around the learners’ needs, as opposed to a teacher
The basic foundation of a flipped classroom involves a teacher assigned video lesson as
homework that introduces the concepts the studentsneed to use during the following class
periods (Raths, 2014) The lessons should be planned with learning in mind while the teacher
should be prepared to reinforce the content in the classroom. Educators should make sure that
the videos reinforce the lower – order thinking skill from Bloom’s taxonomy while reviewing
Although flipped classrooms are fairly new in the educational realm, data shows
students involved in this type of instruction are learning more than their counterparts in a
traditional classroom (Fulton, 2015). The success of the student that participate in a flipped
structure discovered they had positive learning experience and perceived flipped classroom as
a better form of instruction ( Galway, Corbett, TAkaro, Tairyan, Frank, 2014) Students in this
type of setting come to class with more background knowledge than those assigned to read
textbook literature because students assigned reading were less likely to complete it ( Bishop &
Vergler, 2013).
Not only does this type of instruction bring students to class better prepared, it is also
beneficial for diverse learners who may struggle with the pace of a standard classroom lecture
( Hamdan,et.al.,2013). These students can replay the lesson as may times as needed in order
to ensure a full understanding of the information. The diverse learners may also experience a
lower stress level and increased interactions with their peers when allowed to view lessons in
advance ( Crouch, 2014). Time restraints due to lecture format in the traditional classroom
setting often prohibit peer interactions from taking place on a consistent basis. In a flipped
classroom, these interactions are common. The time saved by assigning a lecture or video
outside of the regular class gives students the opportunity to teach and tutor one another on the
complete classroom activities and rececive assistance from their instructor ( Hoffman, 2014).
According to Ullman ( 2013), introducing lessons ahead of time by video or other means allows
teachers to spend much of their time in class answering questions while their students attack
their work. The time spent previously rushing to write down information is used to complete the
assigned work.
The ability for teachers to go further in depth with their curriculum is sometimes
hampered by missing students ( Roehl, Reddy, & Shanno,2013) Student absences can prevent
instructors from proceeding through their curriculum at an acceptable rate ( Roehl,et.al, 2013).
Illnesses and extra – curricular activities are often the cause of student absences. Running a
flipped classroom can help teachers in maintaining their pace without delay. This is vital to the
students who are absent as they appreciated the opportunity to view what was missed.
becoming active learners instead of being passive listeners inside the classroom. Becoming an
active learner is a crucial life skill that will be reinforced with each lesson presented as students
become responsible for being prepared each day to work collaboratively with others.
Many researchers assured that flipped classroom is very effective in developing the
in-class create increasing of the understanding of course matters (Bergmann and Sams, 2012
a). Integrating the pre-class and in-class compel the students to have more responsibilities and
obligations so that students participate the class more dynamically and the outcomes can be
increased along with self-efficacy (Namik, Boae, and Jeong-Im, 2014). Doing assignments in
class gives educators better insight into student difficulties and learning styles (Fulton, 2012).
Studies that have demonstrated the efficacy of the flipped classroom strategy include
Clintondale high school experience (Flumerfelt & Green, 2013). The result of adopting the
flipped classroom strategy in this low-rated school was dramatic improvement in learning
outcomes. In English subjects, for example, the percentage went from 52% failing students to
19% (Flumerfelt & Green, 2013). Benefits to implementing the flipped classroom strategy
include students learning at their own pace, reinforcing the teacher-student relationship
(Bergmann &Sam, 2012), and allowing teachers to personalize and individualize learning
In the study entitled, “The Flipped Classroom Impact in Grammar Class on EFL Saudi
Secondary School Students’ Performances and Attitudes” by Sarah S. Al-Harbi1 & Yousif A.
Alshumaimeri1, the researchers investigated if the flipped classroom strategy would make a
significant difference in the experimental and control groups’ achievements in relation to English
grammar among the Saudi secondary school students. While this difference was not found to be
statistically significant, the posttest results show that adopting the flipped classroom strategy
appears to play a role in enhancing students’ grammar knowledge, as the mean score of the
Hung (2015) did posttest true-experimental study for six weeks to figure out the impacts
of flipped classroom on student’s English learning achievement. The results showed the
significant difference in academic performance from the second and third lessons while no
English vocabulary and grammar in flipped and regular classrooms. The posttest showed
significant difference in grammar with p=0.011 and vocabulary with p=0.041 in the flipped
classroom on English language achievement and independent learners’ attributes. The findings
suggest both flipped and traditional groups got higher English achievement yet the flipped group
In a study in metallurgic English course for one term and aimed to introduce a new
model of MOOC and traditional education to flip roles of learners andteachers in ESP (MFE)
under constructivism, the score comparison between the groups indicated significant difference
with T=2.682 and p=0.01. The experimental group’s mean scores rose from 70.914 to 76.600
while p=0.000 meaning that they got great improvement ( Liu, 2016).
Davies et al. (2014) studied effects of using technology in flipped classroom on students’
achievement. The findings revealed that the use of technology in a flipped classroom can
effectively enhance students’ learning as seen from the improvement in scores. Looking at the
results of pretests and posttests, learning improvement and mastery of the subject in the
posttests was reported in many studies. The students demonstrated their understanding of the
subject contentand high achievement on the test. A study comparing flipped and
traditionalclassrooms showed that teacher was able to cover more content and the
Furthermore, adopting the flipped classroom strategy solved the problem found by Al-
Hamlan and Baniabdelrahman (2015), which was the difficulty of applying the learned grammar
rules while practicing English. In this study, most of the students agreed that they applied the
grammatical rules that they had learned in the flipped classroom in speaking and writing
activities. Using videos as learning materials additional to the textbook fulfilled Saudi secondary
school students’ need identified by Al-Kathiri (2015) and Al-Hamlan and Baniabdelrahman
(2015), which was the necessity of exposure to native-like English contexts through the use of
technology.
course to evaluate the efficiency of the flipped model in English teaching, overview the flipped
classroom technology and find out the advantages of the this model. From the survey, 85% of
the students liked flipped classroom technology. The researchers claimed the benefits of
academic improvement.
Tune et al. (2013) conducted a survey to examine students’ perspectives regarding the
flipped classroom model at the end of the course, and the findings revealed that the model
allowed the teachers to have remarkably more class time to focus on important ideas and/or
involve students in problem-solving activities while the teacher was also assured that students
had learned essential lessons from didactic lectures . Hung studied potential effects of flipping
the classroom on learning attitudes and concluded that many benefits can be derived from flip
lessons . In flipped classrooms, not only students outperformed but they also developed more
positive attitudes toward their learning process. Students were found more dedicated to learning
improving their learning and fostering their self-learning opportunities, students rated the in-
class activities highly and availability of videos outside the classroom as one of the factors that
improved their learning. This was clear in students’ responses in the multiple choices question
and the open-ended question. This shows that one of the most important sources of motivation
in EFL classes is the use of appropriate activities to help students practice the language, which
supports the findings of Han (2015) and Hsieh et el (2016). Kang (2015) found that collaborative
activities of the flipped classroom enhanced students’ motivation and participation. However, in
this study, few students agreed that the flipped classroom enhanced or elevated the self-
learning skills. This could be due to the few out-of-class activities, which consisted solely of
watching videos. In Han’s study (2015) flipping English classes proved to foster students’
autonomous learning because they were provided with various and multiple materials to explore
and learn from. This implies that additional activities should be used in future studies instead of
incorporation of e- communication tools outside the classroom because students can share their
work and get comments and feedback from their classmates and the teacher (Haake,2013;
Han, 2015; Hsieh et al., 2016). Furthermore, students report that utilizing online communication
tools reduced their anxiety since it freed them from pressure of an immediate reply, and that
they can consider their answers and comments before sending them.
Students have varied perceptions and attitudes towards the flipped classroom strategy.
Students confirmed that flipping their learning enabled them to better comprehend the content
(Homma, 2015). On the whole, attitudes and perceptions of the flipped classroom are positive.
Students evaluate the flipped classroom strategy as highly satisfactory since coming to class
prepared increased students’ self-confidence and participation (Basal, 2015; Kang, 2015). In
addition, availability and accessibility of varied e-learning materials and online resources
positively influenced students’ attitudes (Ishikawa et al., 2015; Obari & Lambacher, 2015).
Kostka and Brinks Lockwood (2015) found students reported that flipping English classes made
learning more productive, fruitful, and engaging. Furthermore, it is very useful to assign a short
online quiz or ask students to complete a worksheet after reviewing out of the class materials to
keep track of students’ progress (Kang, 2015; Kostka & Brinks Lockwood, 2015).
A study conducted by Moffett and Mill (2014) revealed that flipped classroom model
received highly favorable feedback from most of the veterinary students in the study. A similar
result was found in a comparative study conducted by Chen and Chen on statistics students’
perceptions about cooperative learning in flipped classroom and the traditional classroom . The
study showed that flipped statistics classroom was preferred to the traditional classroom.
Literature and studies cited in this study were relevant and significant to the present
(2015), Newton (2010) and Jugo (2017) and the definition of grammar by Swan (2008) and
Myers (2008) draw inspiration on the current study since they provided clear picture on how a
The ideas of Colinares (2005) , tender (2000) and de Jesus ( 2011) have contributed a
lot for the researcher’s realization of how crucial the roles of teachers are in language teaching
and learning.
Moreover, certain studies were reviewed that gave background and understanding of
how flipped learning is implemented and helped significantly in the enhancement of English
grammar. The studies of Hung (2015), Kang (2015) , Denprapat and Chuaychoowong (2016),
Davies et al. (2014) and Liu (2016) since their findings revealed the degree and effectiveness
of the use of flipped classroom in increasing the grammar achievements of the learners. These
The present study, however, is different from the aforementioned studies since the
Ethical Standards
The researcher adhered to ethical principles in the conduct of the study. The reviewed
studies and literature were properly cited. For the research instrument, she sent an email to
Diwa Publishing Company to ask permission for its use. Moreover, a parent consent was
secured prior to the conduct of intervention and a permission to conduct a true – experimental
research was sought from the principal of the Integrated Basic education Department of
Concordia College. The researcher also made sure that the data gathered frorm the student –
respondents would remain confidential and was used for academic purposes only. Further, the
Chapter 3
RESEARCH METHODOLOGY
This chapter presents, analyzes, and interprets the data collected in this study. It also
specifies the research design, population and the sampling technique, description of subjects,
The study sought the impact of flipped classroom in enhancing the proficiency levels of
Grade 10 Students of Concordia College for SY 2018 – 2019. Non- equivalent group design,
According to White & Sabarwal (2014) both experimental and true-experimental designs
are viewed as an ‘intervention’ in which a treatment – comprising the elements of the program or
policy being evaluated – is tested for how well it achieves its objectives, as measured by a pre-
specified set of indicators. True-experiments are most likely to be conducted in field settings in
which random assignment is difficult or impossible. The research design employed by the
researcher was true –experimental research since the researcher use existing groups of Grade
10. This design was best conducted to evaluate the effectiveness of a treatment. The
researcher administered the flipped classroom stratetgy to one section only; while, the other
Concordia College, Manila has two Grade 10 Sections. Each section is composed of 41
(DepEd). The whole population was used in the study. However, simulation of the respondents
to identify the control and experimental group was done. The respondents’ average grade in
English from first to third quarter was considered in order to establish comparability.
Each group took the pretest and posttest. However, only one group employed flipped
Research Instrument
The teacher researcher adapted a grammar proficiency test from the National
Achievement Test Reviewer developed and published by Gintong Aral Publication, Inc. The
test was a 50 – item test measuring learning contents on: subject – verb agreement; pronoun –
antecedent agreement; dangling and misplaced modifier; tenses of the verb; prepositions and
parallel structure. A letter of permission to use the grammar test was sought before the
administration of tests.
The teacher sought permission from the school principal to conduct a true –
experimental research about the use of flipped classroom and its impact on the grammar
competence of Grade 10 students of Concordia College. Consent form was sent to the
parents/guardians to inform them of the processes, benefits and participation of their children to
the study.
The study used true – experimental research design that necessitated the establishment
of comparability of the two sections. Dr. Juckie Urrutia, one of the research panels helped the
researcher to randomize the sampling that aided the researcher to identify the control and
experimental groups.
On March 8, 2019, the students were given pretest and were informed about their
groupings and the manner in which the intervention program would be conducted. The
intervention program through enrichment classes run for 10 consecutive days. There were two
sets of schedule prepared for the implementation of the program. The control group met 2:30 –
3:30, and the experimental group was scheduled at 3:30 -4:30 during the first five sessions. This
discussion as a main strategy. Formative assessments were given to the group such as drills
The experimental group was given the intervention through flipped classroom. The
teacher assigned videos/presentation that the students would view at home through E - Genyo.
They were asked to answer the short quizzes afterwards. During face – to – face encounter with
the students, they were usually asked to communicate their difficulties to the teacher. Varied
formative assessments were also given to them such as cooperative learning including
differentiated acitivities and interactive games. Likewise, individual drills and seat works were
Post test was administered after the implementation of the program on March 22,
2019.
Statistical Treatment
The pretest and posttests scores were compared to find if there was any improvement in
the grammatical competence of Grade 10 students after traditional and flipped classroom are
applied.
1. Mean
Where
x́ = mean
n = number of subjects
x́1 − x́´2
t=
√ S 21 S 22
+
n1 n2
Where:
N: number of subjects
The statistical treatment of data involved the use of mean score of two groups. The
researcher tried to find the total mean scores of the control and experimental groups. These
scores were compared to find out if the students have improved their grammar achievement
different from each other. This analysis was appropriate whenever one wanted to compare the
means of two groups, and especially appropriate as the analysis for the two groups.
Chapter 4
scores of the respondents after the implementation of flipped classroom and traditional
The pretest data for both the control and experimental groups are shown in
Table 2.
Table 2
All of the 41 students who comprised the experimental group have taken the pretest.
The mean score of the pretest of the control group is 27.488; while the mean score of the
pretest of the experimental group is 27.439.This means that the groups’ mean scores are closer
to the 50% of the total score. However, this mean score is way beyond the proficiency level of at
According to DepEd Order No. 8 s.2015, students who got half of the scores fall under
Developing Proficiency level. The proficiency numeracy level of the learners must be 85 – 89%.
The low proficiency level of the learners may be attributed to the very limited instructional time.
Nunan( 2003) contentions can justify the statement. Future revisions of the curriculum may
require the inclusion out-of-class activities that will reinforce and supplement in- class contact
hours.
2. Posttest Scores of Control and Experimental Groups
The posttest data for both the control and experimental groups are shown in Table 3.
Table 3
Control Experimental
C1 36 E1 37
C2 38 E2 35
C3 32 E3 32
C4 32 E4 34
C5 43 E5 32
C6 46 E6 36
C7 29 E7 30
C8 43 E8 46
C9 44 E9 41
C10 37 E10 36
C11 47 E11 42
C12 46 E12 41
C13 43 E13 43
C14 45 E14 39
C15 36 E15 36
C16 40 E16 41
C17 31 E17 38
C18 45 E18 38
C19 45 E19 34
C20 46 E20 33
C21 43 E21 33
C22 35 E22 38
C23 41 E23 46
C24 38 E24 40
C25 42 E25 43
C26 47 E26 44
C27 48 E27 42
C28 45 E28 44
C29 47 E29 39
C30 46 E30 45
C31 45 E31 37
C32 44 E32 41
C33 47 E33 43
C34 43 E34 46
C35 43 E35 47
C36 42 E36 45
C37 44 E37 48
C38 43 E38 47
C39 34 E39 43
C40 41 E40 36
C41 38 E41 45
Mean 39.902 Mean 41.463
All of the 41 students who comprise the experimental group have taken the posttest.
Table 3 reveals that the mean score of the posttest of the control group is 39.902; while the
mean score of the experimental group is 41.463. This also describes that the mean score of
the post test of the control group is lower than the mean score of the experimental group. On
the other hand, the posttest scores of both groups are higher than the pretest ones.
3.1 Significant Difference Between the pretest and posttest of the control group
Table 4
Test of Significant Difference Between the Pretest and
Posttest Scores of the Control Group
Test
Mean N t-value p-value Decision Conclusion
Conducted
Pretest 27.488
41 -21.361 0.001 Reject Ho Significant
Posttest 39.902
An independent T – test is used to determine the significant difference on the pretest and
posttest of the control group. A computed t-value of -21.361 with a p-value of 0.001 which is less
than the 0.05 level of significance, thus, the null hypothesis that there is no significant difference
on the pretest and posttest scores of the control group is rejected. Therefore, there is a
significant difference on the scores of the control between the pretest and posttest conducted.
This means that the traditional way of teaching is still effective. While traditional teaching
methods are often criticized nowadays and perceived as less effective by some educators, one
cannot discount the effectiveness of traditional methods because of the results of pretest and
posttest of the control group. This claim is supported by Arzel Online “… one cannot remove
traditional methods entirely to achieve an effective education” Are traditional teaching methods,
2012).
Richards (2013) reported in his study that grammar could be learned through direct
instruction and through a methodology that made much use of repetitive practice and drilling.
This result is also supported by White’s assertion that “grammar translation involves the
learning and application of rules for the translation of one language into another” (White 8).
Richards describes this method in more detail when he declares that this “approach to the
teaching of grammar was a deductive one: students are presented with grammar rules and then
given opportunities to practice using them.”. As we can see from these statements, in language
lessons, the priorities were (and still are) grammar, grammatical rules, given examples, and
translating from English into the mother tongue and vice versa.
Moreover, the table also reveals that the students’ achievement ratings have increased
both in traditional and flipped classrooms. The results of the study corroborates the findings of
Denprapat and Chuaychoowong (2016) who investigated the effectiveness of the flipped
classroom on English language achievement and independent learners’ attributes. The findings
suggest both flipped and traditional groups got higher English achievement yet the flipped group
3.2 Significant Difference Between the pretest and posttest of the experimental group
Table 5
Test
Mean N t-value p-value Decision Conclusion
Conducted
Pretest 27.439
41 -22.610 0.001 Reject Ho Significant
Posttest 41.463
pretest and posttest of the experimental group. A computed t-value of -22.610 with a p-value of
0.001 which is less than the 0.05 level of significance, thus, the null hypothesis that there is no
significant difference on the pretest and posttest scores of the experimental group is rejected.
Therefore, there is significant difference on the scores of the experimental between the pretest
and posttest conducted. This means that learners’ achievement in grammar has increased after
the intervention.
This results have supported different studies demonstrating the efficacy of the flipped
classroom strategy. These include a study conducted in Clintondale high school (Flumerfelt &
Green, 2013) which reveals that he result of adopting the flipped classroom strategy in this low-
3.3 Significant Difference of the Pretest Between the Control and Experimental Groups
Table 6
Control 27.488
Do Not Reject
27.439
41 -0.035 0.972 Insignificant
Experimental Ho
pretest scores of the experimental and control group. A computed t-value of -0.035 with a p-
value of 0.972 which is greater than the 0.05 level of significance, thus, the null hypothesis that
there is no significant difference on the pretest scores of the experimental and control group is
not rejected. Therefore, there is no significant difference on the scores of the experimental and
control group on the pretest conducted. This meant that prior to study, both groups have equal
3.4 Significant Difference of the Posttest Between the Control and Experimental Groups
Table 7
To determine the significant difference on the posttest scores of the experimental and
control group, an independent Sample T – Test is used. A computed t-value of 1.432 with a p-
value of 0.156 which is greater than the 0.05 level of significance. Thus, the null hypothesis that
there is no significant difference on the posttest scores of the experimental and control group is
not rejected. Therefore, there is no significant difference on the scores of the experimental and
control group on the posttest conducted. This shows that learning is evident since the post test
score of the two groups are higher than the pretest scores.
Chapter 5
in grammar.
The true – experimental method of research was used in the study. Comparability was
established in the two sections of Grade 10 of Concordia College to identify the experimental
The tested hypothesis was “ there is no significant difference between the pretest and
posttest scores of the control group, the pretest and posttest scores of the experimental group
The mean score of the pretest of the control group was 27.488; while the mean score
Using their prior knowledge in English grammar, the experimental and controlled group
answer the pretest. After ten – day crashed intervention program through traditional classroom
set – up for control group and flipped classroom for experimental group, posttest was
administered.
Summary of Findings
With the 40 testees in each group, the mean score of the pretest of the control group
was 27.488; while the mean score of the pretest of the experimental group was 27.439.
39.902; while the mean score for the experimental group was 41.463.
3. Significant Difference Between the Pretest and Posttest Scores of the Control Group
The pretest mean score of the control group was 27.488 and its post test score was
39.902 A computed t-value of -21.361 with a p-value of 0.001 which is less than the 0.05 level of
significance; hence, the null hypothesis was rejected. This meant that there was significant
difference between the pretest and posttest scores of the control group. This further denoted
that the control group has enhanced their grammatical competence after the intervention.
4. Significant Difference Between the Pretest and Posttest Scores of the Experimental
Group
The pretest mean score of the experimental group was 27.439, and its posttest score
was 41.463. A computed t-value of -22.610 with a p-value of 0.001 which is less than the 0.05
level of significance, thus, the null hypothesis was rejected. This denoted that there was
significant difference between the pretest and posttest scores of the experimental group. This
further signified that the experimental group has improved their achievement in grammar
The pretest mean score of the control group was 27.488, while the pretest mean score
of the experimental group was 27.439. A computed t-value of -0.035 with a p-value of 0.972
which is greater than the 0.05 level of significance which meant that there was no significant
difference between the pretest scores of the control and experimental groups. This meant that
control and experimental groups’ achievement in grammar is equal prior to the implementation
of intervention.
6. Significant Difference Between the Posttest Scores of Two Groups
The posttest mean score of the control group was 39.902, while the posttest mean score
of the experimental group was 41.463. A computed t-value of 1.432 with a p-value of 0.156
which is greater than the 0.05 level of significance which meant that there was no significant
difference between the posttest scores of the control and experimental groups. This indicated
that both groups have improved their grammar achievement; however, it couldn’t imply that the
Conclusions
1. Both groups got a pretest scores higher than the passing score of 25 out of 50 items.
2. The experimental group got a higher posttest mean score than the control group.
3. There was a significant difference between the pretest and posttest of the control
4. There was a significant difference between the prtest and posttest scores of the
5. There was no significant difference between the pretest scores of the both groups.
6. There was no significant difference between the posttest scores of the both groups.
Recommendations
2. The teachers may employ both traditional and flipped classroom in teaching grammar
since both are found to be effective in addressing the grammatical problems of the students.
3. The English teachers together with other subject teachers should create a
Professional Learning Community which will create learning materials such as tutorial videos
and presentations which are aligned with the school’s vision and mission. A creation of pool of
seed content customized based on the needs of the students must be done.
4. The teachers may employ both traditional and flipped learning strategies in teaching
5. The administrators, together with service providers, may provide teachers with a
6. Other researchers may further investigate the problem by using a wider sampling and
longer time to provide some data for comparison with the results of the study. The teachers
may also create additional activities to be used for future studies other than videos to foster