Utilizing Flipped Classroom and the First Principles of Effective Instruction in Teaching Finite Geometry

Abstract

The flipped classroom approach has been used as a variation of digital learning even before the covid-19 pandemic. Using this approach and the First Principles of Effective Instruction, this study determined and compared the proving skills of higher education students in finite geometries using true experimental research involving two equivalent classes in Modern Geometry. Data on proving competencies were gathered from the 27 pairs of randomly selected respondents and were subjected to data exploratory analysis to ensure the appropriateness of statistical tools for data analysis. Results reveal that both classes performed equivalently in the pretest. However, the flipped class exhibited a statistically significant improvement in the posttest and in-class activities than the non-flipped class. Additionally, the flipped class was found to have equivalent performances in both individual and group in-class activities. The results showed that necessary competencies in proving theorems can be attained using the flipped classroom approach following the activation, demonstration, application, and integration phases of instruction. The study recommended using the approach to support students learning achievement, performance enhancement, and active learning environment. It can also be incorporated into crafting an adaptive learning continuity plan for the post-pandemic recovery period and beyond. Keywords: active learning, critical thinking and problem-solving skills, finite geometry, first principles of effective instruction, flipped classroom, pandemic, proving theorems