ManuScript Details
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Paper Id:
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IJARW3036
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Title:
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EFFECTS OF FLIPPED CLASSROOM MODELS ON ACADEMIC PERFORMANCE AND MOTIVATION IN MATHEMATICS
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 7 Issue 11 |
| Pages: |
8
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| Published On: |
5/7/2026 9:50:05 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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Jenilyn G. Millares |
| Institute: |
College of Education- Bukidnon State University |
Co - Author Details
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Author Institute |
Abstract
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Research Area:
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Mathematics |
| KeyWord: |
ICT-Integrated flipped classroom model, group-based learning, individual learning, academic performance, mathematics motivation |
| Abstract: |
Mathematics education continues to face challenges in learners’ performance and motivation, particularly in contexts where traditional instruction limits engagement and conceptual understanding. This study examined the effects of group-based and individual ICT-integrated flipped classroom models on Grade 11 ABM students’ Mathematics performance and motivation at Bukidnon National High School. A quasi-experimental pretest–posttest design was employed involving two intact groups of 35 students each: one group was exposed to an individual-based flipped classroom model and the other to a group-based flipped classroom model. Academic performance was measured using a teacher-made test, while motivation was assessed using an adapted Mathematics Motivation Questionnaire. Data were analyzed using descriptive statistics and paired-sample t-test. Results showed that both groups had nearly identical pretest performance levels (Individual: M = 14.80, SD = 3.11; Group-based: M = 14.83, SD = 4.04), both interpreted as “Did Not Meet Expectations.” After the intervention, both groups demonstrated significant improvement in academic performance, with the individual-based group obtaining a posttest mean of 24.00 (SD = 5.00), interpreted as “Fairly Satisfactory,” and the group-based group obtaining a higher posttest mean of 26.50 (SD = 4.18), interpreted as “Satisfactory.” In terms of motivation, the individual-based group increased from M = 3.64 (SD = 0.40) to M = 4.38 (SD = 0.27), while the group-based group improved from M = 3.39 (SD = 0.26) to M = 4.43 (SD = 0.27), both indicating improved motivation after the intervention. Paired-sample t-test results confirmed significant differences in academic performance (Individual: t = -9.180, p = .000; Group-based: t = -10.901, p = .000) and motivation (Individual: t = -11.295, p = .000; Group-based: t = -94.243, p = .000). Findings indicate that both ICT-integrated flipped classroom models significantly enhance Mathematics performance and motivation among learners. However, the group-based flipped classroom consistently produced higher gains than the individual-based approach, suggesting that collaborative learning combined with ICT integration is more effective in improving both cognitive and affective learning outcomes in Mathematics education. |
Citations
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IEEE
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Jenilyn G. Millares, "EFFECTS OF FLIPPED CLASSROOM MODELS ON ACADEMIC PERFORMANCE AND MOTIVATION IN MATHEMATICS", International Journal Of All Research Writings,
vol. 7, no. 11, pp. 78-85, 2026.
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MLA
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Jenilyn G. Millares "EFFECTS OF FLIPPED CLASSROOM MODELS ON ACADEMIC PERFORMANCE AND MOTIVATION IN MATHEMATICS." International Journal Of All Research Writings,
vol 7, no. 11, 2026, pp. 78-85.
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APA
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Jenilyn G. Millares (2026). EFFECTS OF FLIPPED CLASSROOM MODELS ON ACADEMIC PERFORMANCE AND MOTIVATION IN MATHEMATICS. International Journal Of All Research Writings,
7(11), 78-85.
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EFFECTS OF FLIPPED CLASSROOM MODELS ON ACADEMIC PERFORMANCE AND MOTIVATION IN MATHEMATICS
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