Mr. Rolando M. Tan of the Elementary School Science Workgroup has presented a paper at the Guro Formation Forum 2018 International Conference – Workshop for teachers, administrators and education students held at the Crown Legacy Hotel, Baguio City on November 23-25, 2018. The theme of the conference is “Promoting Lifelong Learning in ASEAN Educational Institutions”. The paper titled “Students’ Conceptual Understanding and Process Skills in an Inquiry-based Flipped Classroom Environment” was presented during the concurrent sessions under the category Learning to Learn, one of the eight key competencies of Lifelong learning. Findings from the study showed that the experimental group (flipped inquiry group) and control group (non-flipped inquiry) did not significantly differ in the overall posttest mean scores in the Conceptual Understanding Test ( t(53) = .795, p = .86) and Science Process Skills Test (t(41) = -1.226, p = .226). However, in the sublevel analysis of posttest mean scores for each lesson/topic, the experimental group performed significantly better than the control group under non-Mendelian genetics (t(53) = 2.198, p =.032, two tailed) citing the easy access of content, the previous lesson related to the content and the use of a popular social media as a Learning Management System (LMS) as possible reasons. Both groups improved significantly (p<.05) in the two variables (Conceptual Understanding and Science Process Skills) based on the mean differences of their pretest and posttest means. The study also showed science process skills is a positive predictor of students’ conceptual understanding in Biology (B=.813, p < .001). These findings indicate that Inquiry-based flipped classroom model can be just as effective as the non-flipped inquiry-based instruction in significantly improving students’ conceptual understanding and science process skills. It can therefore be used as an alternative mode of instruction when contact time between teachers and students are limited like class suspensions due to inclement weather or shorter grading periods due to holiday breaks. The study also showed the need to emphasize science process skills when planning inquiry-based lessons as a means to facilitate deeper understanding of science concepts.
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