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Asian Journal of Multidisciplinary Studies, 7(11) November, 2019
Flipped Classroom Strategy in Teaching Technical Writing
Jopet Vincent B. Medalla1 and Lemi L. Villoso2
1Information & Communication Technology Department
Sorsogon State College – Bulan Campus
jvmedalla22@gmail.com
0945-851-9899
Purok 3, San Vicente, Bulan, Sorsogon, The Philippines 4706
2Business & Management Education Department
Sorsogon State College – Bulan Campus
lemivilloso@gmail.com
0908-629-4460
Zone 5, Bulan, Sorsogon, The Philippines 4706
ABSTRACT
Flipped classroom is a pedagogical strategy that deals
with the use of lecture videos that are watched at home
by the students and supplemented by active learning
activities in the classroom. Employing the Solomon
Four-Group Design, this study primarily sought to
examine the effectiveness of flipped classroom strategy
in teaching technical writing in terms of (1) general
technical writing and (2) writing business letter as
compared to the traditional lecture method. The lecture
videos used in this study were developed by the
researcher. The respondents were 120 first-year Bachelor
of Science in Information Technology (BSIT) students of
Sorsogon State College – Bulan Campus. Findings
revealed that there is no significant difference between
the pre-test performance of the control and experimental
groups. After the intervention was applied, it was found
that students in the flipped classroom performed
significantly better than those in the traditional
classroom. These results indicate that flipped classroom
strategy is more effective than the traditional lecture
method in improving students’ performance in technical
writing. Hence, it is recommended that flipped classroom
strategy be adopted by teachers of technical writing and
other writing genre. Furthermore, the effectiveness of
flipped classroom strategy in teaching other academic
disciplines and in the basic education level must be
measured. Lastly, before the employment of this modern
strategy, training, seminars and workshops must be
initiated to ensure that teachers are well-oriented and
well-equipped with the knowledge and skills needed in
developing lecture videos and in employing the flipped
classroom strategy.
Keywords: Flipped Classroom, Technical
Writing, Solomon Four-Group, Lecture Method
INTRODUCTION
The United Nations (2015) considers that the right
to education bears universal relevance since it
enables the realization and development of
people’s potential in order to provide significant
contributions to progress of local, national and
global community. It is in this reason that
academic institutions must always be geared
towards better provision of educational services.
Among the various phases of education
mechanisms, instruction is one of the most critical
because it is where education is felt by the learners
(Connor et al., 2011) who are its ultimate
beneficiaries. Hence, instruction phase and other
educational aspects must always be relevant by
ensuring that they are always in consonance with
the demands of time.
As the pages of 21st century were unveiled, an
extreme revolution occurred in terms of
technological development. In fact, this dynamism
has become uncontrollable. As a consequence, the
more advanced technology has become, the more it
acquires control over human lives (Younes & Al-
Zoubi, 2015). This suggests that technology has
undoubtedly become an integral part of today’s
living.
As it becomes inseparable with the contemporary
world, modern technology has brought about a
huge impact to the different sectors of society,
creating a paradigm shift to their usual
mechanisms. Innovations in information
technology have influenced all of the most
significant aspects of the global arena such as
commerce and market structure, workplace and
labor market, private life and education (Lee,
2002). Similarly, modern technological inventions
such as cellular devices, iPads, iPods, computers,
and most importantly the Internet have completely
revolutionized the way people interact in society
and the way educators work in schools (Sutton,
2013). In fact, many countries have already given
greater attention to the understanding of ICT and
has already regarded the mastery of basic computer
skills and concepts as part of education, in addition
to reading, writing and numeracy (Khvilon &
Patru, 2002). This international realization of the
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significance of information technology has also
been driven by UNESCO (2017) which declared
access to media and information as a basic human
right; thereby creating digital literacy as another
dimension of learning.
The massive influence of modern technology to
education is highly exemplified by the emergence
of new teaching approaches in order to address
modern learning needs and be in consonance with
the fast pace of global changes. An apparent
exemplification of the paradigm shift in education
is the scenario where teachers are no longer the
sole source of knowledge in the classroom, and
learners are no longer perceived as passive
receivers, but as active participants that can create a
community that searches, selects, develops and
transmits knowledge (Severin, 2013). Mellar et al.
(2007) enumerated some of the newest ICT-based
teaching strategies such as web quests, e-portfolio,
mobile learning, digital videos and mindmaps. In
addition, the UNESCO International Institute for
Educational Planning (2018) also specified several
strategies on the use of ICT in education which
include the use of tablets, interactive whiteboards,
e-readers, blended learning and the flipped
classroom.
Flipped classroom is a strategy in which the teacher
prepares lecture videos, screencast or vodcast that
discuss learning concepts. These videos are
watched at home, freeing up more time for active
classroom activities (Millman, 2014). Flipped
classroom aims to improve learner engagement and
outcomes, through encouraging learners to play an
active role in their learning and requiring to
complete the pre-readings and be prepared to
discuss the content in class (National Healthcare
Group College, 2018). According to University of
Texas (2016), flipped classroom strategy enables
students to gain necessary knowledge before class,
and capacitates teachers to guide learners to
actively and interactively apply knowledge during
class.
Meanwhile, the need to acquire skills in technical
writing is highly demanded by the contemporary
industry. The integrality of technical writing to
workplace, its ability to facilitate internal and
external communication and its capability to assist
in saving time and money are some of the
compelling reasons of the need to learn technical
writing (Solés, Pérez, & Fuentes, 2007). Similarly,
technical writing is an essential skill especially in
scientific and technological fields (Reddy, 2016)
while poor writing skills produce communication
barriers among members of an organization
(Mokgwathi & Otlhomile, 2015). Corollary,
business letters play an important role to enhance
and establish a lasting relationship within the
companies, institutions, and organizations.
Particularly, a good letter is a master key that opens
the locked doors to expand business opportunities
(Patel, 2013). Despite this established need to learn
technical writing in order to succeed in the
technology industry, the ICT Department of
Sorsogon State College – Bulan Campus has
observed that students taking ICT curricular
programs such as Bachelor of Science in
Information Technology have poor outputs with
regard to technical writing. Teachers and the
administrators have observed the difficulties
encountered by these students in technical writing.
These difficulties greatly affect their various
academic endeavors, especially in the preparation
of their capstone project which is a requirement of
the degree. This also affects their employability
since application letters are fundamental in
applying for a job.
The integration of ICT in the Philippine
educational mechanisms is in consonance with its
goal towards global competitiveness. The
Department of Education (2010), for example, has
already implemented the computerization program
in Philippine public schools. Likewise, with the
introduction of New General Education
Curriculum, the Commission on Higher Education
(2013) aimed to equip students with the skills of
applying computing and information technology in
order to assist and facilitate research. However,
there are strong hindrances to the use of ICT in the
Philippines. Among these, the availability of
computer resources throughout the country remains
the most apparent factor (Rodrigo, 2011). As an
intervention, the Department of Information &
Communication Technology has strengthened its
Technology Empowerment for Education,
Employment, Entrepreneurship and Economic
Development or Tech4ED Centers in the country.
This program aims to provide quality ICT
resources throughout the Philippines (Aro, 2019).
The researcher, as guided by previously discussed
literatures, believes that flipped classroom may
provide significant positive influence to students’
performance in technical writing and to the
educational systems in general. This will
investigate the effectiveness of the new strategy
compared to the traditional teaching-learning
paradigm. This project will help the effort of
integrating ICT by providing insights based on
local context regarding the utilization of ICT
resources in Philippine higher education schools,
specifically on latest trends in pedagogical
mechanisms.
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OBJECTIVES
This study principally sought to determine
the effectiveness of employing flipped classroom
strategy in teaching technical writing to college
students as compared to traditional lecture method.
Specifically, it aimed to (1) determine the pre-test
performance of the control and experimental group
in technical writing along (a) general technical
writing and (b) writing business letter, (2) test if
there is a significant difference between the pre-test
performance of the two groups, (3) find out the
post-test performance of the respondents in the
control and experimental groups along the
identified variables, and (4) test if there is a
significant difference between the pre-test and
post-test performance of the respondents, and (5)
among the post-test performance of the four group.
METHODOLOGY
Research Design
This study employed the Solomon Four-
Group Quasi-Experimental Design which requires
two control and two experimental groups (Navarro
& Siegel, 2018). This design is a way of avoiding
some of the difficulties associated with the
common pretest-posttest method (Shuttleworth,
2009).
The Sample
The participants of this study were first
year Bachelor of Science in Information
Technology (BSIT) students at the Information and
Communication Technology Department of
Sorsogon State College – Bulan Campus for the
second semester of AY 2018-2019.
Table 1
The Respondents
Group
f
%
Control Group 1
30
25
Control Group 2
30
25
Experimental Group 1
30
25
Experimental Group 2
30
25
Total
120
100
For the first semester of Academic Year
2018-2019, the Campus Registrar recorded 189
enrolled first year students under the BSIT
program. Out of this number, 120 students were
randomly chosen through fish-bowl method to
become participants. This means, that thirty (30)
students were involved for each class. Since the
study employed Solomon Four-group Design, a
total of 60 students for the traditional class, which
is the control group, and 60 students for the flipped
learning class or the experimental group
participated.
The Instrument
In order to evaluate the performance of the
students in all of the four classes, the researchers
developed a test that required objective and
subjective responses. The first part consisted of
thirty-item (30) multiple choice test which covered
the topics discussed based on the learning design.
The second part required students to write a
business letter. This instrument was used in the pre-
test and post-test. The test was validated with first-
year Bachelor of Science in Information System
students. Other than the researcher, two inter-raters
were commissioned to provide scores to the
students’ output in the second part using an
analytic rubric adapted from Texas Education
Agency. The rubric is composed of four equally-
weighted criteria; namely, organization, content,
appearance and language use. The scoring system
bears 1 as the lowest and 4 as the highest with
corresponding performance description. Hence, the
highest possible score is 16 points.
Data Collection Procedure
The researchers initially requested for
permission to conduct the study from the Office of
the Campus Administrator and the Office of the
ICT Department Dean. After securing permits, the
researcher asked for an official list of first year
students enrolled in the BSIT program from the
Campus Registrar for the second semester of AY
2018-2019. After this, a random sampling through
fish-bowl method was conducted to identify the
120 student-participants. Upon determination of the
participants, the researcher identified their grades
in Purposive Communication which became the
basis in grouping them into four. The respondents
in each group were determined through the lottery
approach. The main purpose was to ensure that the
distribution was fair and that there is no significant
difference on their prior knowledge; thereby,
establishing the homogeneity of the groups. This
would affirm the credibility and validity of the
research process. Parents’ permits and student
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approval sheets were distributed and secured to
ensure their full participation, and get in
consonance with any legal and/or ethical requisites.
The researchers conducted a dry-run and
validation of the instrument with the first-year
Bachelor of Science in Information System
students of the same institution. Comments,
suggestions and observations of the respondents in
the mock administration of the test were considered
and taken into account by the researcher in order to
improve the instrument.
The pre-test was administered to Control
Group 2 and Experimental Group 1. Students
accomplished the first part in a test paper. The
computer laboratory of the Campus was used in
requiring students to prepare a business letter.
The researchers chose a language teacher
from Sorsogon State College – Bulan Campus to
teach the respondents in the four groups using the
design created. This was to avoid bias that could
have been created should the researcher conducted
the teaching process. The teacher administered the
quasi-experiment to the four classes in five one-
hour sessions from April 1 to April 5, 2019. In the
two control groups, the teacher employed the
traditional lecture method and avoided the use of
lecture videos in class. On the other hand, for the
two experimental groups, the teacher employed
flipped classroom strategy using the lecture videos
generated by the researcher. The videos were given
to the students at least one day prior to each
scheduled class. These were either uploaded in the
Google classroom where the students were enrolled
or given to them through USB flashdrives. The
learning design “Flipped Classroom Tasked-
Enhanced Learning Activities in Teaching
Technical Writing” was used by the teacher as
support to the use of lecture videos.
A post-test was administered after the five
one-hour sessions. The same test used in the pre-
assessment was utilized. Similarly, two inter-raters
were commissioned to provide scores to the
subjective section of the test using the rubric
formulated, other than the researcher. The data
were collected, tallied and organized in order to
ensure accurate application of statistical tools.
Data Analysis
This research utilized both quantitative data
analysis tools. The average of the scores or mean of
each group in the pre-test and post-test were
calculated to determine the level of performance of
the respondents along the identified variables. The
rating (%) of the mean scores based on the total
points were computed using the percentage
technique and was interpreted using the scale
adopted from the SSC Student Handbook:
In order to determine if there is significant
difference between the pre-test and post-test
performances of the groups, t-test for correlated
samples was employed with 5% level of
significance. Meanwhile, in identifying whether
there is a significant difference among the post-test
performance of the groups along the identified
variables, One-Way Analysis of Variance
(ANOVA) with 5% level of significance was
applied.
RESULTS AND DISCUSSION
Pre-test Performance of the Control and
Experimental Groups in Technical Writing
General technical writing. Table 2A contains the
frequency and percentage of the pre-test
performance of the control and experimental
groups in general technical writing.
All of the respondents in the control and
experimental groups had scores of 72 and below in
the pre-test in terms of general technical writing.
These constituted 100% of the students both in the
control and experimental groups as shown in Table
2A. The mean score of the students in the control
group was 11.40 which was equivalent to 38.11
and was interpreted as failed. Similarly, the mean
score of the respondents in the experimental group
was 11.60 which was equivalent to 38.67 and was
interpreted as failed.
Table 2A.
Pre-test Performance of the Control and Experimental Groups
in General Technical Writing
Performance
Control
Experimental
f
%
VI
F
%
VI
99-100
0
0.00
Excellent
0
0
Excellent
95-98
0
0.00
Superior
0
0
Superior
86-94
0
0.00
Very Good
0
0
Very Good
76-85
0
0.00
Satisfactory
0
0
Satisfactory
75
0
0.00
Passed
0
0
Passed
73-74
0
0.00
Conditional
0
0
Conditional
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Performance
Control
Experimental
f
%
VI
F
%
VI
72 and below
30
100.00
Failed
30
100.00
Failed
Total
30
100.00
30
100.00
Control: Mean = 11.40 Equivalent = 38.11% VI: Failed
Experimental: Mean = 11.60 Equivalent = 38.67% VI: Failed
The data suggest that students have a very low
prior knowledge or schema regarding general
technical writing. This result may have been caused
by non-emphasis of technical writing in the
curriculum of technology programs. Since
programs such as BS Information Technology
focus on highly technical skills such as computer
programming and networking, technical writing
has not been highlighted in their academic field.
The data also affirm that both the respondents in
the control and experimental groups have almost
the same level of background regarding general
technical writing. These also imply that an
intervention must be designed and provided in
order to improve their performance in the given
content.
This result is supported by the results of the pre-
assessment phase in the study of Mokgwathi and
Otlhomile (2015). It was concluded that technology
students generally have poor performance in
technical writing. As a result, there is a need to
provide interventions so that they would be able to
meet the demands of the industry. In addition, the
study of Tabalan (2016) explained that most of
college students have poor proficiency in technical
writing despite having good grasp of the English
language. This result implied that proficiency in the
English language does not equate to proficiency in
technical writing. Similarly, Isnin (2017) found that
polytechnic college students lack basic technical
writing skills which result to poor application of
technical writing in more complex academic and
professional situations.
Writing business letter. Table 2B contains the
frequency and percentage of the pre-test
performance of the control and experimental
groups in general technical writing.
The respondents in both the control and
experimental groups had mean scores interpreted as
failed in the pre-test in terms of writing business
letter. Specifically, in the control group, the mean
score was 9.62 which was equivalent to 60.14.
Meanwhile, in the experimental group, the mean
score was 9.47 which was equivalent to 9.47. All of
the respondents in both groups scored 72 and
below.
This result means that the respondents
have least prior knowledge or background in
writing business letter. This low performance can
be explained by the fact that technology students
provide less priority for writing activities since
technology programs such as BS Information
Technology focus highly technical and scientific
cognitive and psychomotor skills. While writing
business letters is considered a technical skill, the
technicalities of information technology field are
different from those of technical writing. This,
therefore, implies that an innovative strategy must
be employed in order to improve the students’
knowledge on writing business letter.
Table 2B
Pre-test Performance of the Control and Experimental Groups in Writing Business Letter
Performance
Control Group
Experimental Group
f
%
VI
F
%
VI
99-100
0
0.00
Excellent
0
0.00
Excellent
95-98
0
0.00
Superior
0
0.00
Superior
86-94
0
0.00
Very Good
0
0.00
Very Good
76-85
0
0.00
Satisfactory
0
0.00
Satisfactory
75
0
0.00
Passed
0
0.00
Passed
73-74
0
0.00
Conditional
0
0.00
Conditional
72 and below
30
0.00
Failed
30
100.00
Failed
Total
30
100.00
30
100.00
Failed
Control: Mean = 9.62 Equivalent = 60.14% VI: Failed
Experimental: Mean = 9.47 Equivalent = 59.17% VI: Failed
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The study of Pratiwi, Rukmini, and Faridi (2017)
corroborates to this result by affirming that college
students generally have difficulties in writing
business letters. Specifically, they have greater
difficulties in business letter technicalities,
grammar, spelling and punctuations. Meanwhile,
Nila (2017) found that the difficulty of college
students in technical writing emanates from erros in
word choice, verb use, sentence structure, spelling,
punctuation and capitalization.
Difference Between the Pre-test Performance of
the Two Groups
Both in general technical writing and in writing
business letters, there is no significant difference in
the pre-test performance of the two groups (Table
3). Specifically, the critical value of the two groups
in general technical writing is 2.00 which is higher
than the t computed value of 0.03. Hence, the
decision is to reject the null hypothesis.
Meanwhile, in terms of writing business letters, the
t computed value is 0.42 which is lower than the t
critical value of 2.00, promoting the decision of
rejecting the null hypothesis. This means that there
is no significant difference on the pre-test
performance of the two groups in terms of writing
business letters.
Table 3
Difference between the Pre-test Performance of the Two Groups
Statistical Bases
Statistical Analysis
General technical writing
Writing business letter
Degree of freedom
58
58
Level of significance
0.05
0.05
t critical value
2.00
2.00
t computed value
0.03
0.42
Decision on H0
Do not reject
Do not reject
Conclusion
Not significant
Not significant
This result implies that the control and the
experimental groups have the same extent of prior
knowledge or schema along general technical
writing and writing business letters. In other words,
they have the same content and skill background
with regard to the identified variables. These data
are significant to the over-all results of the study
since it signifies that there is an equal distribution
of the participants based on their background along
the identified variables. A significant reason of this
interpretation can be the randomness of the
distribution of students and that the students are
taking up the same curricular program with the
same level of academic expectations.
Post-test Performance of the Control and
Experimental Groups in Technical Writing
General technical writing. Tables 4A.1 and 4A.2
contains the frequency and percentage of the post-
test performance of the control and experimental
groups in general technical writing.
A total of 26 out of 30 respondents which is
equivalent to 86.66% in CG1 garnered scores of 72
and below which iss characterized as failed in the
post-test in terms of general technical writing. The
mean score was 19.10 which was equivalent to
63.67 and was also interpreted as failed.
Meanwhile, in CG2, 15 or 50% scored 72 and
below which was characterized as failed. However,
it is notable that 12 of the respondents got scores
interpreted as satisfactory and very good. The over-
all performance of the respondents in CG2 was
revealed with the mean score of 22.30 which was
equivalent to 74.22 or conditional.
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Table 4A.1
Post-test Performance of the Control Groups in
General Technical Writing
Performance
Control Group 1
Control Group 2
f
%
VI
f
%
VI
99-100
0
0.00
Excellent
0
0.00
Excellent
95-98
0
0.00
Superior
0
0.00
Superior
86-94
0
0.00
Very Good
4
13.33
Very Good
76-85
2
6.67
Satisfactory
8
26.67
Satisfactory
75
0
0.00
Passed
0
0.00
Passed
73-74
2
6.67
Conditional
3
10.00
Conditional
72 and below
26
86.66
Failed
15
50.00
Failed
Total
30
100.00
30
100.00
CG1: Mean = 19.10 Equivalent = 63.67% VI: Failed
CG2: Mean = 22.30 Equivalent = 74.22% VI: Conditional
The data still suggest a poor performance of the
respondents after lecture method was used in
teaching general technical writing, specifically in
CG1. The better performance of students in CG2
can be explained by the influence of the pre-test.
Since students already received the pre-test, they
already had an idea of what the post-test would be,
especially that the same instrument was used.
Generally, while many factors may have affected
the result, this implies minimal efficiency of
traditional lecture-based approach in teaching
general technical writing, and affirms that a more
innovative teaching strategy must be employed in
order to ensure that knowledge needed in general
technical writing is acquired. If the data in Table
3A.1 will be compared to the data in Table 2A, it
can be observed that there is an improvement in the
scores of the respondents in CG2. From a mean
score of 11.43 which is equivalent to 38.11% in the
pre-test, the mean score in the post-test increased to
22.30 or 74.22%. While an improvement was
recorded, the performance of the respondents still
did not meet the passing rate of 75%. This means
that an alternative strategy which will be more
effective than lecture-based approach is needed.
The data reveal that the only one out of 30 students
in EG1 got a score characterized as failed in the
post-test in general technical writing. A total of 25
respondents garnered scores which were interpreted
as satisfactory, very good and superior. The mean
score in EG1 was 24.87 which was equivalent to
82.89 and was interpreted as satisfactory. Likewise,
in EG2, the respondents got a mean score of 23.03,
equivalent to 76.78, which was interpreted as
satisfactory. It was notable that 17 out of 30
respondents scored between 76 and 85 which were
categorized as satisfactory.
Table 4A.2
Post-test Performance of the Experimental Groups in General Technical Writing
Performance
Experimental Group 1
Experimental Group 2
f
%
VI
f
%
VI
99-100
0
0.00
Excellent
0
0.00
Excellent
95-98
1
3.33
Superior
0
0.00
Superior
86-94
11
36.67
Very Good
2
6.67
Very Good
76-85
13
43.33
Satisfactory
17
56.66
Satisfactory
75
0
0.00
Passed
0
0.00
Passed
73-74
4
13.33
Conditional
3
10.00
Conditional
72 and below
1
3.33
Failed
8
26.67
Failed
Total
30
100.00
30
100.00
EG1: Mean = 24.87 Equivalent = 82.89% VI: Satisfactory
EG2: Mean = 23.03 Equivalent = 76.78% VI: Satisfactory
Generally, it was revealed that the respondents in
the experimental groups performed satisfactorily after the employment of flipped classroom as
instructional method in teaching general technical
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writing. It can be concluded that the respondents in
experimental groups performed better than those in
the control groups as evidenced by higher mean
scores. In fact, the mean scores of the control
groups did not meet the passing percentage while
those of the experimental groups were categorized
as satisfactory. This suggests that flipped classroom
is an effective method in teaching general technical
writing. Flipped classroom results to positive
movement of the performance of the respondents.
It is significant to note that those in Experimental
Group 2 performed less than those in Experimental
Group 1. This can be explained by the
administration of pre-test to the respondents in
Experimental Group 1. Since the instrument used
in the pre- and post-assessment were the same,
students already had a glimpse of what would
transpire in the post-test; thereby, resulting to a
relatively greater performance. Comprehensive
analysis of this result may reveal if there is a
significant difference among their performance.
Whatever the analysis be, this difference does not
undermine the effectiveness of flipped classroom
since both of the two groups performed
satisfactorily.
Writing business letter. Tables 4B.1 and 4B.2
contains the frequency and percentage of the post-
test performance of the control and experimental
groups in general technical writing.
Table 4B.1
Post-test Performance of the Control Groups in Writing Business Letter
Performance
Control Group 1
Control Group 2
f
%
VI
F
%
VI
99-100
0
0.00
Excellent
0
0
Excellent
95-98
0
0.00
Superior
0
0
Superior
86-94
0
0.00
Very Good
14
46.67
Very Good
76-85
6
20.00
Satisfactory
14
46.67
Satisfactory
75
3
10.00
Passed
0
0
Passed
73-74
3
10.00
Conditional
0
0
Conditional
72 and below
18
60.00
Failed
2
6.66
Failed
Total
30
100.00
30
100.00
CG1: Mean = 11.20 Equivalent = 70.21% VI: Failed
CG2: Mean = 13.51 Equivalent = 84.44% VI: Satisfactory
Out of 30 respondents in CG1, 18 or 60% scored
72 and below in the post-test in writing business
letter. This was interpreted as failed. In addition, 6
or 20% of the respondents scored between 76 and
85 which was categorized as satisfactory.
Generally, with the mean score of 11.23, equivalent
to 70.21, the respondents in CG1 failed the test.
Meanwhile, 28 out of 309 respondents or 93.34%
in CG2 got scores of 76-85 and 86-94 which were
interpreted as satisfactory and very good. Two
respondents scored 72 and below which was
categorized as failed. Despite this, the mean score
in CG2 was 13.51 or 84.44 which was interpreted
as satisfactory.
While the data reveal an unfavorable result for
CG1, the performance of the respondents in CG2 is
considered a great improvement compared to the
administered pre-test performance along writing
business letter as shown in Table 2B. From a failed
mean score of 9.62 which is equivalent to 60.14 in
the pre-test, it improved to 13.51 or 84.44 which
means that respondents in CG2 had a satisfactory
performance after flipped classroom was
employed.
This effectiveness of lecture-based
approach, however, is still be arguable because of
the contradictory result in CG1 where the students
got mean performance interpreted as failed. The
administration of pre-test in CG2 may have
influenced their post-test performance since the test
was already conducted and the rubric to be used
was already discussed prior to the instruction.
Hence, the data cannot establish the effectiveness
of traditional lecture-based approach in teaching
writing business letters. This implies that
alternative strategies should be explored to improve
the performance of the students in writing business
letters.
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Table 4B.2
Post-test Performance of the Experimental Groups in Writing Business Letter
Performance
Experimental Group 1
Experimental Group 2
f
%
VI
F
%
VI
99-100
1
3.33
Excellent
0
0.00
Excellent
95-98
9
30.00
Superior
0
0.00
Superior
86-94
12
40.00
Very Good
10
6.67
Very Good
76-85
8
26.67
Satisfactory
17
56.66
Satisfactory
75
0
0
Passed
3
0.00
Passed
73-74
0
0
Conditional
0
10.00
Conditional
72 and below
0
0
Failed
0
26.67
Failed
Total
30
100.00
30
100.00
EG1: Mean = 14.42 Equivalent = 90.14% VI: Very Good
EG2: Mean = 13.41 Equivalent = 83.82% VI: Satisfactory
In EG1, 12 out of 30 respondents or 40%
got scores between 86 and 94 which was
interpreted as very good. It was observable that 1
or 3.33% of the respondents scored 99-100 which
was categorized as excellent. The mean score of the
respondents in EG1 was 14.42 which was
equivalent to 90.14 and was interpreted as very
good. Meanwhile, in EG2, 17 out of 30 respondents
or 56.67% scored between 76 and 85 which was
interpreted as satisfactory. Ten or 33.33% scored
86-94 which was characterized as very good. The
mean score in EG2 was 13.41 which was
equivalent to 83.82 and was interpreted as
satisfactory. Over-all, in both groups, none of the
respondents failed in the post-assessment in writing
business letters.
The performance of the experimental
groups in the post-test along writing business letter
affirms the effectiveness of the flipped classroom
strategy. It is notable that none of the respondents
failed the test which suggests that students acquired
the skills needed in successful writing of business
letters. A comparison of the pre-test performance
of EG1 as shown in Table 2B with the data
presented in Table 3B.2 establishes the significant
improvement of the students’ performance. The
increase to 100% passing performance from 100%
failing performance is a glaring proof that flipping
the classroom provided positive results to the
learners’ performance in technical writing,
especially in terms of writing business letter. While
they may be a difference between the performance
of the two experimental groups, it does not
discount the level of effectiveness of flipped
classroom strategy since both of them recorded
satisfactory to very good performance.
Difference Between the Pre-test and Post-test
Performance of the Respondents
Table 5 includes the statistical bases and statistical
analysis of the difference between the pre-test and
post-test performances of the control and
experimental groups in general technical writing
and writing business letter.
Table 5
Difference between the Pre-test and Post-test Performance of the Groups
Statistical Bases
Statistical Analysis
Control Group
Experimental Group
General
technical writing
Writing business
letter
General
technical writing
Writing business
letter
Degree of freedom
29
29
29
29
Level of significance
0.05
0.05
0.05
0.05
t critical value
2.05
2.05
2.05
2.05
t computed value
21.25
16.66
22.90
31.56
Decision on H0
Reject
Reject
Reject
Reject
Conclusion
Significant
Significant
Significant
Significant
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The t computed values of the pre-test and post-test
performance of the two control groups along
general technical writing and writing business
letters are both higher their t computed values as
shown in Table 4. Hence, the decision is to reject
the null hypothesis which means that there is a
significant difference in the pre-test performance
and post-test performance of the two control groups
along the identified variables. Likewise, there is
also a significant difference on the pre-test and
post-test performance of the two experimental
groups along general technical writing and writing
business letters. This is revealed since the decision
is to reject the null hypothesis as a result of the t
computed values being higher the respective t
critical values.
The statistical analysis implies that the instruction
process employed in the control and experimental
groups influenced the performance of the
respondents in the post-test. Since there is a
significant difference between the pre-test and
post-test performance of the groups, both the
traditional and the flipped classroom strategy
provided positive progress to the knowledge of the
students regarding the identified lessons. It is
established that after a teaching process on general
technical writing and writing business letters,
students will have a significant increase of
performance. However, looking at the individual
performance of the four groups, it can be observed
that those in the control groups, while an
improvement was recorded, did not meet the
expected passing percentage especially in general
technical writing. This means that lecture method is
less effective in teaching technical writing.
Although CG2 performed satisfactorily in the post-
test in writing business letters, the effectiveness of
lecture method in teaching the same cannot be
established because CG1 failed in the test as
displayed by the mean score. The performance of
CG2 might have just been influenced by the
administration of pre-test which provided the
students an idea of what the content of the post-test
would be.
The effectiveness of flipped classroom in teaching
writing business letter is supported by the study of
Afrilyasanti, Cahyono and Astuti (2016) where it
was found that there was a significant difference on
the students’ writing ability after the
implementation of flipped classroom approach.
Moreover, flipped classroom also helped students
discover and improve their individual learning
styles. This further improved the efficiency of
flipped classroom as an instructional method. This
result if also corroborated by the study of Ramírez-
Echeverry, Olarte Dussán, and García-Carillo
(2016) which concluded that educational
interventions provide significant positive
improvement in the proficiency level of college
students in technical writing. The more active the
students in the intervention are, the greater the
improvement in their proficiency level. Sicat
(2015) also affirmed that technological integration
on pedagogy of technical writing will result to
significant improvement in the students’ technical
writing skills. Hence, flipped classroom as a
modern technological integration along
pedagogical practices would provide an avenue for
satisfactory performance in technical writing.
Difference Among the Post-test Performance of the
Four Groups of Respondents
Table 6 presents the statistical bases and statistical
analysis of the post-test performance of the four
groups of respondents in general technical writing
and writing business letter.
Table 6
Difference among the Post-test Performance of the Four Groups of Respondents
Statistical Bases
Statistical Analysis
General technical writing
Writing business letter
Degree of freedom
3, 116
3, 116
Level of significance
0.05
0.05
F critical value
2.68
2.68
F computed value
33.52
66.89
Decision on H0
Reject
Reject
Conclusion
Significant
Significant
The F computed values of the post-test
performance of the four groups of respondents along general technical writing and writing
business letter are higher than their respective F
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computed values. Specifically, in terms of general
technical writing, the F computed value of 33.52 is
higher than the F critical value of 2.68, as shown in
Table 5. This prompted the decision to reject the
null hypothesis. Hence, there is a significant
difference on their post-test performance. Likewise,
in terms of writing business letters, the F computed
value of 66.89 is higher than the F critical value of
2.68; thereby, rejecting the null hypothesis. This
means that there is also a significant difference on
the post-test performance of the groups along
writing business letters.
The data reveal that the extent of post-test
performance of the four groups had significant
intervals in terms of the identified variables. This
corroborates to the interpretation that flipped
classroom strategy is a more effective way of
teaching technical writing compared to the
traditional lecture-based approach as evidenced by
higher performance of groups where flipped
classroom was employed. It was observed in the
previous discussions that those in the experimental
groups recorded better performance in technical
writing compared to those in the control groups. In
fact, in general technical writing, control groups
failed to pass the post-test while those in the
experimental groups performed satisfactorily.
Hence, flipped classroom can be an emerging
efficient teaching strategy to improve students’
performance in technical writing.
Bouchefra (2018) affirmed this result as it was
revealed that flipped classroom strategy provided
significant impact on students’ writing skills,
compared to traditional lecture approaches. This
was implied by the result which suggested that
there was significant difference between the post-
test performances of the respondents where lecture
and flipped classroom were employed respectively.
Specifically, flipped classroom strategy positively
influenced students’ achievement, quality of their
compositions, as well as their perception towards
the subject. Likewise, Güvenç (2018) found that
flipped classroom is an effective method in
teaching writing skills mainly because it improves
students’ attitude towards the entire learning
process. Since flipped classroom is an innovative
strategy, learners are motivated to learn and that
they become more active in the teaching-learning
activities. Moreover, the studies of Aji (2017) and
Basal (2015) concluded that flipped classroom
significantly improves technical writing skills by
promoting learner-centered and autonomous
learning among college foreign language
classrooms.
CONCLUSIONS
Based on the findings of the study, the following
conclusions were drawn:
1. The respondents in the control and experimental
groups had very poor performance in the pre-test in
general technical writing and writing business
letter.
2. There is no significant difference between the
pre-test performance of the control and
experimental groups.
3. Control Group 1 failed in the post-test in general
technical writing while Control Group 2 passed
conditionally in the same test. In terms of the post-
test in writing business letter, Control Group 1
failed the assessment while Control Group 2
performed satisfactorily. On the other hand, both
the Experimental Group 1 and Experimental Group
2 performed satisfactorily in the post-test in general
technical writing. Similarly, in terms of writing
business letter, Experimental Group 1 exhibited
very good performance in the post-test while
Experimental Group 2 performed satisfactorily.
4. There is a significant difference between the pre-
test and post-test performance of the respondents
along general technical writing and writing
business letter.
5. There is a significant difference among the post-
test performance of the four groups.
6. Flipped classroom strategy is more effective in
teaching technical writing skills compared to the
traditional lecture method.
RECOMMENDATIONS
Taking into account the conclusions drawn from
the findings of the study, the researchers
recommend the following:
1. It is recommended that flipped classroom
strategy be adopted by teachers of technical writing
and other writing genre as an instructional method,
not just in college classrooms but also in basic
education sectors.
2. Other varieties of flipped classroom strategy
may be employed in teaching technical writing
such as peer-generated videos where the learners
themselves are the ones who create the lecture
videos.
3. The effectiveness of flipped classroom strategy
as instructional method in teaching other
disciplines such as mathematics, science, arts and
history may also be explored.
4. Flipped classroom may be employed together
with the use of online learning management
systems such as Google Classroom, Edmodo and
Schoology in order to maximize technological
integration.
5. In employing flipped classroom strategy, the
institution and/or the teacher must ensure the
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readiness of the students and of the learning
environment since factors such as computer
literacy, availability of computer equipment and
access to the Internet are important in the
successful implementation of flipped classroom.
6. Training, seminars and workshops must be
initiated by academic institutions to ensure that the
teachers are well-oriented and well—equipped with
the knowledge and skills needed in developing
lecture videos and in employing flipped classroom
strategy.
ACKNOWLEDGEMENT
The researchers express sincere gratitude
to God Almighty, SSC Bulan Campus
Administrator, Prof. Ma. Elena C. Demdam, ICT
Department Dean, Prof. Mark Anthony D. Dipad,
SSC School of Graduate Studies Dean, Dr. Gerry
Carretero, SSC Bulan Campus Registrar, Ms.
Renibec A Balaguer, Mr. Jude G. Orozco, Ms.
Anrene G. Esperanzate, Prof. Marigrace D.
Carretero, Dr. Noel G. Benavides, Prof. Ruel G.
Grafia, and to the first-year BS Information
Technology and BS Information System students
of AY 2019-2020.
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