Flipped Classroom Practices in Improving the Economic Skills and Social Learning of Grade 9 Students

The study was conducted to identify the significant relationship on utilizing flipped classroom practices in improving the economic skills and social learning. The study used a descriptive-quantitative type of research design wherein the information was gathered about the variables without changing the environment. It was conducted in Sta. Anastacia-San Rafael National High School utilizing flipped classroom practices for grade 9 high school students wherein 108 respondents were chosen to participate in the study using cluster sampling. A self-made instrument was formulated to gather the responses of the participants. Based on the findings, it was assessed that most of the respondents were 14 years old female and utilizes mobile phone for online learning and connects to online class using Wi-Fi. Consequently, the mode of flipped classroom practices provided for the grade 9 students in Araling Panlipunan in terms of synchronous teacher-aided and self-paced asynchronous revealed the same result as assessed by the respondents, the teachers were able to always perform their tasks. The research gap of the review include difficulty to propel students, issues with effective time management, homeroom board issues, and not having the option to guarantee the inclusion of students in exercises. Similarly, students prefer to avoid group exercises and there is no prompt revision of students' mistakes and errors.