Interactive engagement in rotational motion via flipped classroom and 5E instructional model

• Main Author: Rafon, Jhoanne E.
• Format: text
• Language: English
• Published: Animo Repository 2019
• Subjects: Flipped classrooms; Inquiry-based learning; Rotational motion—Study and teaching; Science and Mathematics Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/6176; https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=13227&context=etd_masteral
• Institution: De La Salle University

The aim of this research is to determine the effectiveness of teaching through Interactive Engagement in Rotational Motion via Flipped Classroom and 5E Instructional Model. It also aimed to determine the students understanding on rotational motion as they go through the implementation process. This study, conducted using a mixed method approach, involved ten (10) Grade 12 students enrolled in the STEM strand. In the research, the students took the physics course in the Flipped Classroom approach and 5E Instructional Model for four (4) weeks. The qualitative data were collected from the survey-questionnaire, video-recorded class, reflections and interview. Data showed that the implementation of the study was successful and activities were interactive. The students developed active participation in the positive learning environment. They also developed a sense of responsibility, concern on taking part in the discussion, and a desire to follow instructions. Using indicators of engagement, the teachers and students both appeared to be dynamic in the learning process manifested in terms of active participation, positive learning environment and high formative assessment results. The positive effects of the study include making learning enjoyable and fun, building self-confidence and independent learning, learning to collaborate and share ideas, and having a positive attitude towards homework completion. Interview data showed that majority of students held a positive opinion of the implementation of flipped classroom and 5E instructional model and they believed that interactive engagement had a positive impact on learning the material for the physics course.