Mastery Levels and Experiences in Learning Addition and Subtraction of Fractions Through Flipped Classroom Model Approach Among Grade 5 Learners

As the education sector in the Philippines returned to face-to-face classes after the two-year implementation of remote education due to the pandemic, learning gaps and losses became an ostensible problem among learners. At the onset of the post-pandemic, flexible, effective, active, and student-centered teaching strategy becomes necessary to deal with the demands of transition from remote to face-to-face learning. Hence, this study aimed to investigate the effectiveness of the flipped classroom (FC) model approach in teaching fractions. Specifically, it sought to assess the mastery levels and experiences of the subjects in learning addition and subtraction of fractions in implementing the flipped classroom model approach. Video lessons and worksheets were used in this study. Pre-posttest and interview questionnaires were used to gauge the mastery levels and experiences of the learners, respectively. Results showed that a significant change in the mean percentage score (MPS) is perceived, implying the effectiveness of the FC model approach in teaching addition and subtraction of fractions. Challenges and beneficial effects of the implemented approach and remarks on the materials used were noted based on the learners' accounts. With the findings of the conducted study, it is recommended that the FC model approach should be considered in teaching Mathematics, especially in teaching the least learned competencies.