Effect of flipped classroom on the performance of grade 10 learners in mathematics

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dc.contributor.authorZafra, Laurence R.
dc.date.accessioned2026-09-21T03:02:07Z
dc.date.available2026-09-21T03:02:07Z
dc.date.issued2025-05
dc.descriptionAbstract Only
dc.description.abstractThe COVID-19 pandemic significantly disrupted traditional education, prompting a shift to digital and blended learning modalities. This study aimed to determine the effect of flipped blended learning on the performance of Grade 10 students in Mathematics. Utilizing a quasi-experimental design, 40 students were divided into experimental (flipped blended learning) and control (modular learning) groups. Pretest and posttest scores, gain scores, and Quarter 1 grades were analyzed. Results indicated that while the control group had higher pretest and posttest scores, the experimental group showed a slightly greater improvement in gain scores. Significant differences were noted in the groups’ posttest scores and first quarter grades but no statistically significant difference was observed in the groups’ gain scores. The study concluded that both flipped blended learning and modular distance learning have comparable effects on the mathematics performance of the control und experimental groups.
dc.identifier.citationZafra, L.R. (2025). Effect of flipped classroom on the performance of grade 10 learners in mathematics. [Unpublished Master's Thesis]. Don Mariano Marcos Memorial State University – South La Union Campus, Agoo, La Union. Lakasa ti Sirib, DMMMSU Institutional Repository.
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/2629
dc.language.isoen
dc.publisherDon Mariano Marcos Memorial State University - South La Union Campus
dc.sdgSDG 4
dc.titleEffect of flipped classroom on the performance of grade 10 learners in mathematics
dc.typeThesis
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