Effects of a Flipped Classroom Approach on Grade 6 Learners' Achievement in Marcotting: A Quasi-Experimental Study in Philippine Technology and Livelihood Education

The purpose of the current study is to find out if the implementation of the flipped classroom method in teaching grade six students about marcotting (air layering) can have a positive effect on their learning outcomes. A quasi-experimental non-equivalent control group pretest-posttest design was adopted for the investigation conducted in the School Year 2024-2025 with two natural classes of grade six students in a private elementary school in Tarlac, Philippines, (n = 15). The experimental group of students received teacher-created video lessons and study guidelines before the lessons and spent class time practicing important techniques in marcotting, whereas the control group participated in traditional lectures. To measure learning outcomes, the specially prepared by the researcher objective 30-item test aligned with the curriculum was used. In the beginning, the groups were equal (g = 0.16). The experimental group improved from M = 12.67 to M = 21.20 (Wilcoxon signed-rank, p < .001), while the control group didn’t show any progress (from 12.20 to 12.53, p = .372). After the experiment, the experimental group significantly outperformed the control one (Mann-Whitney U = 0.00, p < .001). The implication of the findings is that moving the delivery of material to outside the classroom to allow for practice is useful for upper elementary education in TLE. Due to small intact classes and the use of a researcher-made test the findings need to be treated with caution.