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Abstract
The COVID-19 pandemic has brought different learning modalities to be use for classroom instruction effectiveness. The use of gadgets and video presentations for classroom instruction is very evident in this 21st generation however, less attention was given to how effective flipped classroom is in using this as a strategy inside the classroom. This research study assessed how effective the flipped classroom in enriching discussion. The respondents in this study were the Grade 8 students of Lucila C. Yared National High School, Cambagahan, Bais City, Negros Oriental. This study employed the mixed methodology to triangulate the qualitative and quantitative data from the respondents. The 30 students in the experimental and control groups’ data were examined using the t-test. Both experimental and controlled groups demonstrate a significant difference in the pretest and posttest with a p-value of 0.00001. With the Colaizzi’s Descriptive Analysis, two themes that summarized how the students interacted with instructional videos given to them: challenges of flipped classroom and advantages of flipped classroom. In line with this, digital constructive engagement can alter learners’ behavior and enhance their academic performance. This study recommends that: (1) schools should start using flipped classroom to enhance the delivery of classroom instruction, most especially in MAPEH, (2) schools should use flipped classroom to improve students' attitudes towards MAPEH and other subjects, (3) teachers should be trained on how to design flipped classroom, develop and use instructional video to foster learning and (4) the advantages of employing flipped classroom in instructing their students should be explained to school authorities.
