Flipped Classroom Strategy in Teaching Technical Writing

Jopet Vincent Besenio Medalla, Lemi Laurinaria Villoso

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

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References


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