Readiness in Mathematics Flipped Classroom of Filipino Secondary School Teachers
Abstract
School’s access to technology is increasing steadily every day and most of these technologies are now even used in classroom. Due to these circumstances, educators’ ideas of using technology to support deeper learning in multiple ways gave rise to the concepts of distance and blended learning. Hence, this study determined the readiness in Mathematics flipped classroom of selected Filipino secondary school teachers at the Division Schools of Tanauan City during the School Year 2016-2017. Specifically, it dealt with the following: profile of the respondents in terms of sex, age, highest educational attainment, and number of seminars attended related to ICT; respondents’ assessment on their readiness in Mathematics flipped classroom; and relationship between the respondents’ profile and their readiness in Mathematics flipped classroom.
By employing the descriptive type of research with the researcher-made questionnaire, the study found out that the respondents were ready in Mathematics flipped classroom. Moreover, the results of the study revealed that there was a significant relationship between the respondents’ profile and their readiness in Mathematics flipped classroom. With these, the researchers proposed a course of action to support the readiness of Mathematics teachers in a flipped classroom.
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