Flipped Classroom Approach in Learning Taxonomy

Abstract

One of the abilities required for the digital age is scientific literacy. It consists of understanding and knowledge of scientific concepts and techniques necessary for personal decision-making. Observing, categorizing, measuring, inferring, forecasting, communicating, and employing spatial and time linkages in learning taxonomies are examples of basic science process abilities. This present study used a quasi-experimental research design and purposely selected the STEM students as the participants in the experimental group (Flipped Classroom Approach) and control group (lecture method). The data were treated with t-test and ANOVA. As a result, the flipped classroom approach intentionally promotes students' needs that are matched with independent learning, constructivism, and student-centered teaching strategies. According to the findings of this study, both males in the control and experimental groups did equally well in an evolutionary relationship and systematics based on scored performance, however, females in the control group outscored females in the experimental group. According to proponents of self- determination theory, gender is one of three demands that are crucial to human psychology and transcend other social biological aspects. Hence, to measure learning performance is to seek to know the scales as the factor that motivates students in flipped classrooms and lecture method groups to learn. Thus, the researcher sought to measure the level of motivation of students. With the use of an improvised Motivation Learning Questionnaire to assist the theory's basic premise, which had three psychological demands drive students motivation: autonomy, competence, and or belongingness of students in comparison to lecture method and flipped classroom strategy. On the other hand, self-efficacy in learning style, specifically in relation to student motivation, was investigated in this study However; the result proved that there was a highly significant difference in the scaled motivation of students in the lecture method in intrinsic goal orientation, control of learning beliefs, and self-efficacy. However, the extrinsic goal orientation, task value, and instructor assistance showed no statistically significant differences. Hence, students excelled in learning performance in flipped classroom approach but the extrinsic goal orientation, control of learning beliefs, and self-efficacy made students in lecture method more motivated.