Senior High School Homeschoolers’ Perceived Impact of the Flipped Classroom on ESL Learning in an Online Platform

Many scholars have conducted studies on Flipped Classroom (FC) over a decade. Several of these studies have shown the FC’s positive effect on college students’ learning in face-to-face classrooms, limited research on FC was focused on high school learners and was done in online learning. To address this gap, this study was focused on the perceived effect of the Flipped Classroom on Grade 11 Homeschoolers’ ESL learning in a digital classroom during the pandemic. Twenty-five Grade 11 students were taught Reading and Writing Skills subject using the FC for three days. The researcher observed her co-researcher’s Flipped classroom execution and gave her constructive feedback to refine her FC implementation. On Day 2 and 3, the researcher-made survey was administered to determine the students’ perceived effect of the Flipped Model on their learning. However, only 15 and 11 students responded to the survey on Day 2 and 3 respectively. A Focused group discussion was also conducted on Day 3 for the same purpose. Weighted mean was used to measure the students’ perception on the effect of the FC on their learning. Students’ responses in the open-ended questions and during the FGD were coded. Results show that the Grade 11 students perceived the positive effect of the Flipped Classroom on their learning through engaging in-class group activities and the materials provided before the session (cognitive engagement). Despite the study’s limitations, the findings show that the Grade 11 students perceived that Flipped classroom had a positive impact on their learning of English language skills due to engaging collaborative activities. Hence, educators may utilize Flipped Classroom as an instructional method; however, they have to design the learning content, materials, and activities well to provide maximum engagement among students.