Introduction
The traditional style of mathematics education, in which lecturers lecture and pupils passively listen,
is being challenged by novel alternatives such as the flip classroom. This strategy, which has gained
popularity in recent years, inverts the usual learning process by allowing students to interact with
new topics at their own pace outside of the classroom while using class time for collaborative
problem-solving and deeper understanding. According to Bergmann Overmyer and Wilie (2015), the
definition of a flipped classroom involves substituting direct instruction with videos and encouraging
students to engage in crucial learning activities with their teachers inside the classroom. The flipped
classroom setting assures that students are more active participants compared to regular classrooms
(Karagozin & Uzunboylu, 2015). Learners authentically learned with the flipped classroom approach
In teaching mathematics, young students today learn how to solve various mathematical problems
more effectively using social media or additional digital platforms. They may study in advance as
teacher may give them the topic that they will have for the next discussion. The importance of
quality and adequate instructional materials in teaching and learning can occur through their
effective utilization during classroom teaching (Tety 2016). Learners sometimes forget that teachers
taught them to study ahead of time, but teachers also fail to supply them with appropriate
materials. Not everyone at Liliw Central Elementary School has access to materials such as books,
computers, laptops, or televisions in their classrooms, but they do have mobile phones that students
can use for extended learning methods even outside of school.
Non-traditional mathematics education is based on constructivist philosophy and involves ways in which
the person makes meaning of their own (Tularam 2018), which includes the flipped classroom
technique. Traditional teaching approaches are generally teacher-directed, where students are taught
in a manner that is conducive to sitting and listening, and it is often argued that these approaches
may not provide students with valuable learning skills and rather that non-traditional approaches to
teaching and learning might better give students such skills. In Liliw Central Elementary School, some
teachers are still using the traditional teaching methods; those teachers are still into the spoon-
feeding strategies, which leads to some of their learners being either not interested in the way they
teach or the learning style becoming inauthentic, which also leads to lower understanding or
knowledge comprehension of the learners about a particular lesson. Learning only through actual
discussion may cause learners to not understand the topic easily, which may lead them to have poor
academic performance.
Implementing a flipped classroom approach in Liliw Central Elementary School requires careful
planning and consideration of the specific needs of Grade 6 learners. Research by Strayer (2012)
suggests that the flipped classroom model can be particularly effective in catering to diverse
learning styles by providing students with pre-recorded lectures and online resources. It is essential to
provide students with clear instructions, adequate resources, and opportunities for practice and
feedback. Furthermore, teachers need to be equipped with the necessary skills and resources to
effectively design and deliver flipped classroom lessons. By carefully planning and implementing the
flipped classroom model, Liliw Central Elementary School can create a more engaging, collaborative,
and personalized learning environment for Grade 6 learners, ultimately leading to improved student
outcomes in mathematics.
Therefore, the researchers find it significant to determine how a flipped classroom approach can
affect teaching mathematics among grade 6 learners in Liliw Central Elementary School.
