International Journal of
Information and Education Technology

Abstract

This study examined the effectiveness of a “Flipped Application” instructional model—combining pre-class microlecture videos with Flip application-mediated peer discussion and in-class active problem solving—on Grade 11 chemistry performance in the Philippines. 70 Science, Technology, Engineering, and Mathematics (STEM) students were randomly assigned to an experimental group (Flipped Application) or a control group (traditional lecture and practice) and completed identical 25-item multiple-choice pre- and post-tests aligned to five mandated fourth-quarter competencies (structural isomerism; basic organic reactions; polymer formation and properties; and biomolecules). Baseline equivalence between groups was established. Within-group analyses using Wilcoxon signed-rank tests showed statistically significant gains for both the experimental group (r = 0.86) and the control group (r = 0.87), and a Mann-Whitney U test of post-test performance indicated that the Flipped Application group outperformed the control group with a large between-group effect (r = 0.68); parametric tests using percentage scores (0–100 scale) produced substantively similar conclusions. Findings suggest that short-cycle flipped instruction, when coupled with structured peer explanation and iterative feedback, can accelerate mastery of targeted chemistry competencies. However, the intervention covered only a seven-day sequence comprising two assessment days and five core instructional sessions. It used the same test at pre- and post-assessment, which may have inflated observed effect sizes due to novelty and practice effects. The study contributes classroom-based experimental evidence from a Philippine senior high school context. It offers practical guidance for integrating low-cost, video-based peer discourse in active-learning chemistry instruction.