Abstract
This research study employed a mixed-methods approach to investigate the effectiveness of the flipped classroom model in teaching macramé arts. The flipped classroom intervention provided students with pre-class educational videos introducing key concepts and techniques before in-class activities. The study involved a controlled and experimental group, with pre- test and post-test scores serving as the primary quantitative measures of student performance. Students' feedback was collected and analyzed thematically to provide qualitative insights into their learning experiences. The participants are BTLEd1 students randomly assigned to either the controlled or experimental groups. Quantitative analysis was conducted by comparing the mean scores of the pre-test and post-test assessments between the controlled and experimental groups. Statistical tests were used to determine the significance of the differences and assess the impact of the flipped classroom model on student performance. Qualitative analysis involved the examination of students' feedback regarding their learning experiences. Thematic analysis was applied to identify common themes and patterns in the students' responses. The results of the quantitative analysis indicated significant differences with p=0.0001 in performance between the controlled and experimental groups, with the experimental group consistently achieving higher mean scores on both the pre-test and post-test assessments. The qualitative analysis of students' feedback revealed several key themes, highlighting the positive impact of the educational videos in terms of ease of learning, enhanced skills, and deeper understanding of macramé arts. These findings offer valuable insights for educators seeking to enhance student learning outcomes in creative disciplines through innovative instructional approaches like the flipped classroom model.
