Antonino E. Godinez, Mohd. Nizam A. Aggah
Zamboanga State College of Marine Sciences and Technology, Zamboanga City, the Philippines
Abstract
Learner engagement is an important variable in improving learning outcomes, particularly in English where learners’ participation remains a challenge. This action research investigated the effectiveness of the Collaborative Flipped Classroom (CFC) and teacher-led discussion (TLD) as strategies for enhancing learners’ engagement in a state-owned secondary school in Zamboanga City, Philippines. The study involved two groups of Grade 7 learners who were purposively assigned, composing the experimental and control groups. The experimental group experienced the CFC while the control group received the usual teacher-led discussion (TLD). Both groups completed a pre-survey using the researcher-developed Learners’ Engagement Questionnaire (LEQ). The LEQ was validated by experts, revised based on validators’ suggestion then pilot tested it. The result of the pilot-test was used to explore the reliability of the LEQ which obtained a Cronbach’s alpha value of 0.74, indicating that the tool is valid and reliable. A post-survey using the same instrument was completed by both groups after the intervention. Data were analyzed using mean, paired t-test and independent t-test. The results showed that learners exposed to CFC demonstrated a very high level of engagement in activities and oral participation while those exposed to TLD demonstrated a very high level of engagement in activities and a high oral participation. The study further indicated that both CFC and TLD had a significant effect on learners’ engagement but CFC was significantly better than TLD in enhancing learners ‘engagement in class activities. The findings imply that using CFC can promote active learner engagement and support meaningful learning.
Keywords: Action Research; Collaborative Flipped Classroom; Teacher-led Discussion
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