Utilizing flipped classroom in enhancing problem solving skills in patterns and algebra: A case study of student-athletes
Dawn Camille M. Dungo, Mariefe P. Lara, Lovelyn Ashley H. Olipano, Mere Sophia Angeline R. Reyes & Mary Grace V. Sanchez
Abstract
This study explores the effectiveness of a flipped classroom approach in enhancing problem-solving skills in patterns and algebra among student-athletes in a public elementary school in the Philippines. The flipped classroom model, which inverts traditional teaching methods by delivering instructional content outside of class and engaging students in interactive activities during class, was implemented to address the unique scheduling challenges faced by student-athletes. Pre-recorded video lessons and online resources were provided for out-of-class learning, while in-class sessions focused on collaborative problem-solving and practical applications of algebraic concepts. The intervention aimed to improve students' analytical abilities, foster deeper understanding, and boost academic performance. Data were collected through pre-tests and post-tests. The results indicated significant improvements in problem-solving skills and overall engagement with mathematical content among student-athletes. Data from pre-tests and post-tests showed significant improvements in students' problem-solving skills and engagement. Before the intervention, the mean score was 7.13 (28.52%), indicating below average skills. After the intervention, the mean score rose to 20.2 (80.8%), indicating good skills. The t-value of 3.65 confirmed significant improvement. The study concludes that the flipped classroom model effectively enhances student-athletes' learning outcomes in elementary math.
Keywords
numeracy, number sense, student athletes, flipped classroom, problem solving
Author information & Contribution
Dawn Camille M. Dungo. Corresponding author. BEED 4th year students, Laguna University. Email: camildawndungo@gmail.com
Mariefe P. Lara. BEED 4th year students, Laguna University
Lovelyn Ashley H. Olipano. BEED 4th year students, Laguna University
Mere Sophia Angeline R. Reyes. BEED 4th year students, Laguna University
Mary Grace V. Sanchez. BEED 4th year students, Laguna University
Author 1: Drafted the initial research framework, conducted a comprehensive review to identify and address any missing terms or references, and finalized the research framework after incorporating feedback and revisions. This included interactive refinement of the conceptual model, ensuring its logical consistency and alignment with the study's objectives. Specific attention was paid to the clarity and precision of the framework's definitions and operationalizations.
Author 2: Was solely responsible for the compilation and verification of all references cited within the manuscript. This involved meticulous cross-checking of source materials against the in-text citations, ensuring accurate and consistent formatting according to the journal's style guidelines. Any discrepancies or inconsistencies were thoroughly investigated and resolved. A final review was undertaken to ensure the completeness and accuracy of the reference list.
Author 3: Undertook the crucial task of data acquisition, analysis, and interpretation. This encompassed the systematic collection of relevant data, employing appropriate statistical techniques to analyze the data, and drawing meaningful conclusions based on the findings. The interpretation of results was carefully documented and integrated into the manuscript's narrative.
Author 4: Played a pivotal role in finalizing and revising the manuscript for submission. This involved incorporating feedback from reviewers and editors, ensuring the manuscript's clarity, coherence, and overall quality. Author 4's contributions extended to refining the manuscript's structure, style, and presentation, resulting in a polished and impactful final product. Specific attention was given to ensuring the logical flow of arguments and the effective communication of research findings.
Author 5: Conducted a thorough analysis of any missing references that were identified during the final review process. This involved identifying the missing citations, researching the relevant sources, and incorporating the necessary information into the manuscript. Author 5 ensured that all references were correctly formatted and accurately reflected the cited sources. This meticulous attention to detail contributed to the manuscript's overall scholarly integrity.
All authors approved the final version of the manuscript and agree to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
Declaration
AI tools were not used in writing this paper.
Notes
This paper is presented in the 2nd International Conference on Management, Education & Innovation (ICMEI) 2025
Acknowledgement
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Cite this article:
Dungo, D.C.M., Lara, M.P., Olipano, L.A.H., Reyes, M.S.A.R. & Sanchez, M.G.V. (2025). Utilizing flipped classroom in enhancing problem solving skills in patterns and algebra: A case study of student athletes. Management, Education & Innovation Review, 2(1), 78-92. https://doi.org/10.53378/meir.159
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