• Flipped Classroom and ManyChat Delivering Online-Offline (MCDOO) Learning for Science, Technology & Engineering Curriculum (STEC) Students

    Author(s):
    Leonifel D. Alforque, MAEd
    Editor(s):
    IJMERI (see profile)
    Date:
    2023
    Group(s):
    International Journal of Multidisciplinary Educational Research and Innovation
    Subject(s):
    Social sciences, Humanism, Education
    Item Type:
    Article
    Tag(s):
    Conventional teaching, flipped-classroom, ManyChat Delivering Online-Offline Learning, Physics Learning, Randomized Posttest-Only Group Design
    Permanent URL:
    https://doi.org/10.17613/67yg-sj74
    Abstract:
    Low physics learning in the Philippines is a prevailing concern the education sector must resolve, so initiating technological interventions in teaching the subject, including flipped classrooms, and introducing a chatbot such as ManyChat Delivering Online-Offline learning could be helpful to improve scientific literacy in learning Electromagnetic (EM) waves. This study aimed to determine the significant learning differences between conventional teaching (CT), Flipped Classroom (FC), and ManyChat Delivering Online-Offline (MCDOO) Learning in teaching EM waves. Previous research showed that flipped classrooms are effective in Physics lessons. At the same time, only a few studies have been found using MCDOO learning effectively in other subjects, yet to be in Physics lessons. The researcher used the randomized posttest-only control group experimental research design with four groups; Conventional Teaching (CT) as the control group while the experimental groups are: Flipped Classroom (FC), ManyChat Delivering Online-Offline (MCDOO) Learning, and lastly, the combined FC+MCDOO learning who underwent different learning sessions (traditional teaching, FC session via google classroom, MCDOO session and FC+ MCDOO via Messenger App respectively). One-Way ANOVA was performed to determine whether there were any significant learning differences. The results showed in the first and second competencies; the null hypotheses are accepted, so all the differences in all four groups are not significant there is not much of a difference between the scores of CT and FC, CT and MCDOO, and FC and MCDOO learning; however, in the third learning competency, the null hypothesis is rejected so then the Tukey Post Hoc test was conducted to point out where is/are the significant difference/s. The Tukey Post Hoc test revealed that CT and FC+MCDOO learning differs significantly. It means that FC+MCDOO learning boosts higher learning achievement than conventional teaching, FC alone, or MCDOO alone.
    Metadata:
    Published as:
    Journal article    
    Status:
    Published
    Last Updated:
    3 months ago
    License:
    Attribution

    Downloads

    Item Name: pdf 8.-alforque-l.pdf
      Download View in browser
    Activity: Downloads: 11