Flipped Classroom: As Academic Support for Basic Calculus

Abstract

This study investigated the effectiveness of the flipped classroom as an academic support strategy in improving the Basic Calculus performance of Grade 11 STEM students at Himay-angan National High School. Employing a pre-experimental one-shot case study and descriptive survey design, the research compared third-quarter Basic Calculus grades from two cohorts: SY 2022–2023, which utilized traditional instruction, and SY 2023–2024, which implemented the flipped classroom approach. Students’ perceptions of and difficulties with the flipped classroom were also examined using validated questionnaires. Findings revealed that students exposed to the flipped classroom achieved higher academic performance, with a statistically significant difference in grades compared to those taught through traditional methods. Students’ perceptions of the flipped classroom were generally moderate to positive, indicating improved preparedness, engagement, self-paced learning, and collaborative opportunities. However, students also reported moderate difficulties, particularly in accessing online materials, managing time to watch instructional videos, and adapting to increased out-of-class workload. Despite these challenges, the overall results suggest that the flipped classroom effectively supports learning by promoting independent study, active classroom engagement, and constructivist learning processes. The study concludes that the flipped classroom is a viable and impactful academic support strategy for enhancing Basic Calculus learning outcomes among Senior High School STEM students and recommends its wider adoption with appropriate resources and instructional support.