The Effectiveness of the Flipped Classroom Strategies in Teaching Statistics and Probability Among the Senior High School Learners in Ragay District 2, Division of Camarines

Abstract

The study determined the effectiveness of flipped classroom strategies in teaching Statistics and Probability among Senior High School learners in Ragay District 2, Division of Camarines Sur, for School Year 2024–2025. Specifically, it assessed the extent to which teachers employed flipped classroom strategies in terms of Pre-Class Video Lectures and Interactive Content, In-Class Problem-Solving and Collaborative Activities, Online Quizzes and Formative Assessments, Project-Based Learning, and Blended Learning with Technology Integration. It also examined the effectiveness of these strategies in relation to learners’ academic performance, engagement and participation, critical thinking, and problem-solving skills, as well as the significant differences in the rank orders of the strategies and effectiveness dimensions. The study was anchored on cognitive theory, social learning theory, constructivist theory, brain-based learning theory, and the Input-Process-Output model. It used the descriptive-evaluative-inferential method of research. Purposive sampling was used in selecting Ragay District 2 as the locale, while total enumeration was used in selecting thirty-eight Senior High School Mathematics teachers as respondents. A researcher-made questionnaire served as the main instrument, and the data were analyzed using weighted mean, rank, and the Wilcoxon Mann Whitney U Test at the 0.05 level of significance. Findings showed that flipped classroom strategies were generally Much Employed, with In-Class Problem-Solving and Collaborative Activities receiving the highest rating, followed by Project-Based Learning, Online Quizzes and Formative Assessments, Pre-Class Video Lectures and Interactive Content, and Blended Learning with Technology Integration. The strategies were also found Much Effective in improving engagement and participation, critical thinking, problem-solving skills, and learners’ academic performance. Significant differences were found in Pre-Class Video Lectures and Interactive Content, Online Quizzes and Formative Assessments, and Critical Thinking, while the other areas showed no significant differences. The study concluded that flipped classroom strategies support quality instruction in Statistics and Probability, but implementation requires stronger teacher training, interactive instructional materials, digital access, connectivity, monitoring, and adoption of policy recommendations. The study aligns most directly with SDG 4 – Quality Education because it focuses on improving teaching practices, learner engagement, and mathematics learning outcomes. Its sustainability impact is institutional and educational, as it supports evidence-based instructional improvement, technology-supported learning, teacher development, and school-level policy enhancement.