Abstract—This study determined the effectiveness of using a
flipped classroom approach and the 5E instructional model in
teaching the Physics topic, Rotational Motion. Using mixed
methods, this study involved ten Grade 12 students under the
Science, Technology, Engineering, and Math (STEM) track.
Data showed that the implementation of the four-week study
was successful. The students developed a sense of responsibility,
participated in the discussion, and followed instructions as a
result of the highly positive and highly interactive learning
environment. They overcame the challenges that they faced
during the learning process such as: the need for guidance /
assistance in order to learn, difficulty in coping with the lesson,
lack of internet access, incomplete homework, and lack of
confidence in taking part in discussion. Most importantly, the
students performed very well across a number of formative
assessments. The study showed that the students’ positive
attitude towards learning increased as evidenced by homework
completion. In a flipped classroom environment, the students
invest in their own learning.
Index Terms—Flipped classroom, interactive engagement,
rotational motion, 5E instructional model.
J. E. Rafon is with the Centro Escolar University, Manila, Philippines
(e-mail: jhoanne_rafon@dlsu.edu.ph).
V. M. Mistades is with the Science Education Department of the
Br.Andrew Gonzalez FSC College of Education, De La Salle University,
2401 Taft Avenue, Manila, 0922, Philippines (e-mail:
voltaire.mistades@dlsu.edu.ph).
Cite: Jhoanne E. Rafon and Voltaire M. Mistades, "Interactive Engagement in Rotational Motion via Flipped Classroom and 5E Instructional Model," International Journal of Information and Education Technology vol. 10, no. 12, pp. 905-910, 2020.
Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).