CHAPTER I

INTRODUCTION

Computer system servicing is the backbone of computer

subjects in the Technical Vocational and Livelihood Track in

senior high school. It serves as the chassis that keeps all

computer courses in TVL intact on its base. Students are

expected to gain skills and pass the four core competencies

in this subject. (1) Assembling and Disassembling Computer

System (2) Setup Computer Networks (3) and (4) to attain the

objective of this course, the learners are given enough time

to practice and apply what they have learned, memorizing the

step-by-step procedure might be the biggest challenge to

every CSS student. However, teachers using the Flipped

classroom in the digital age highlight current and latest

education trends, emphasizing the technologies used to meet

learning objectives.

Anent to this, Jarvis (2020) reported that flipped

classes are difficult to master, and it needs a different

skill set from lecturing teachers. In practice, the

usefulness of flipped classes is frequently limited. Many

flipped classrooms fail to boost students' test results and,

when handled incorrectly, might affect the student's

performance.
 In many educational institutions, the flipped classroom

approach has become a popular pedagogy to help students

become more active and participatory. The basic notion of

flipped classroom approach is to deliver the teacher's

lectures before class through online videos to free up the

in-class time for active learning and problem-solving

activities. It focuses on teaching strategies, learner

engagement, student interaction, and digital tools for

learning. A flipped classroom is a teaching strategy in

which introductory content is delivered outside the

classroom, typically through the internet. It moves

activities into the classroom, including those that may have

traditionally been considered homework. Therefore, we use

audio or video materials (e.g., instructional videos,

YouTube, screencast, for out-of-class learning and regular

(instead of optional) face-to-face class meetings. According

to Abdelhak Aqqal et al. (2017), the flipped classroom is an

effective learning approach for improving the learner's

performance in ICT.

Timely now, the coronavirus disease 2019 (COVID-19)

pandemic has disrupted the education modality of face-to-

face learning; hence the use of electronic technology and

media to deliver, support, and enhance learning, learners,

and teachers utilizing online content is a necessity. The

advantages of flipped classroom learning in education

include improved accessibility of information, updated

content, cost-effectiveness, and enhancement of the learning

process, wherein students are motivated to be active

learners. Flipped classroom learning can provide students

with foundational knowledge and confidence before exposure

to real applications. It has effectively taught evidence-

based computer servicing (CSS NC II) and facilitated

interprofessional education. Thus, this study aims to know

how effective flipped classrooms are in CSS NC II.

It is in this context that this present study is

conceptualized. Thus, the main purpose of conducting this

study is (1) to identify the flipped classroom of senior

high school in Eduardo V. Agomaa National High School, (2)

to determine the level of effectiveness of flipped

classrooms on students, (3) to propose a flipped classroom

in CSS NC II.

The findings of this study may assist teachers in instilling

learning through a pedagogical approach in which students

are introduced to the learning material prior to class,

discussion with peers, and problem-solving exercises are

utilized to increase comprehension.

RESEARCH OBJECTIVES
 This study aimed to propose version 2.0 of the flipped

classroom implementation in Computer System Servicing NC II

of Senior High School students at Eduardo V. Agomaa National

High School.

Specifically, the main objective will be answered

through the following inquiries:

1. Document the implementation of the virtual flipped

classroom approach in SHS-CSS in Eduardo V. Agomaa National

High School under JDVP.

2. Propose flipped classroom version 2.0.

SCOPE AND DELIMITATION

This study covered the documentation of the effect of

flipped classrooms in Computer System Servicing NC II in

Senior High School. The primary subjects of this research

study consisted of the Grade 12 CSS students under the

Joint-Delivery Voucher Program enrolled in the academic year

2020-2021. The respondents were limited to one (1) CSS

Teacher of Global I.T. Naga Campus and twenty-one (21)

students on the TVL Track of Senior High School of Eduardo

V. Agomaa National High School, Duang Niog, Libmanan,

Camarines Sur.
 This study is limited to secondary schools in Camarines

Sur that conducted flipped classrooms in CSS NC II classes

under the Joint-Delivery Voucher Program of the Department

of Education.

Theoretical Framework

As illustrated in figure 1, this study is anchored on

the Zone of Proximal Development Theory by Lev Vygotsky,

which determines that individuals in the zone of proximal

development can almost do the task independently, but not

quite. They can complete the assignment successfully if they

receive some assistance from more knowledgeable others. It

could be teachers, parents, tutors, and even peers.

According to Vygotsky's theory, when students are

taught how to do something or are shown how to do it, they

arrange the new information they have just learned into

their pre-existing mental schemas. They use this information

as instructions on carrying out these tasks, eventually

learning to do so independently. This theory elaborated that

educators need to study, teach and learn higher mental

functions than the learners to give a complete learning

experience.
 The Experiential Learning Theory of Kolb is learning by

doing. Experiential learning is centered on the notion that

experiencing actual experiences is the most excellent method

Figure 1 Theoretical Framework

to learn new things. The memories of those encounters remain

in learners' minds, aiding in the retention of knowledge and

skills. Kolb indicated that this theory has four stages,

concrete learning, reflective observation, abstract

conceptualization, and active experimentation. The first two

phases of the cycle are concerned with acquiring the

experience, whereas the following two are concerned with

converting the experience. The first phase is concrete

learning. In this stage, the learner acquires new

experiences or interprets the prior knowledge from a new

perspective. The second phase is reflective observation,

wherein the learner personally reflects on their experience

and internalizes what this experience means. The next phase

is reflective observation, where the learner reflects on

their experience personally. They use the lens of their

experience and understanding to reflect on this experience.

The last phase is active experimentation, where the learner

applies the new ideas to actual situations.

The Connectivism Learning Theory of Siemens and Downes

(2005) proposes that students should connect their thoughts,

theories, and general knowledge in a productive way. It

recognizes that technology is an important aspect of the

learning process and that our continuous connectivity allows

us to make choices about our learning. It also encourages

group cooperation and conversation, allowing for multiple

points of view and views when making decisions, solving

problems, and making sense of information. Connectivism

encourages learning outside of a person via social media,

internet networks, blogs, or knowledge databases.

According to connectivism, learning is more than our

internal building of knowledge. Rather, what we may attain

through our external networks is likewise deemed learning.

Based on this notion, two terms—nodes and links—have become

widely used to describe how humans acquire and connect the

information in a network.

Applied in this study, the teacher should be competent

in the TVL track and an expert that could guide the learners

through the complete training to develop their skills.

Learners could develop their skills with the help of the

trainer and their peers. The trainer created a strategy that

enables cooperative learning. In that way, the learner's

retention of the learning process is acquired in two ways,

recalling the thoughts to teach and learning while teaching.

Also, developing the skills in the TVL track are learned by

doing. Acquiring learning experiences through

familiarization with the step-by-step process of learning

outcomes through learning modules, flipped videos, and

demonstrations are concrete learning and reflective

observation. The actual application and practical

demonstration of the trainees during the assessment is the

abstract conceptualization and active experimentation.

Additionally, the learning approach in the proposed

flipped classroom and the trainer learning approach used in

training under the joint voucher program are self-paced

teaching strategies. The trainees can access different

learning resources, such as flipped videos, learning

modules, android CSS applications, and internet CSS-related

information. In connectivism theory, the learners can

connect and enhance their learning networks using different

learning materials.

CONCEPTUAL FRAMEWORK

Figure 2 illustrates the conceptual framework of the

study. It utilized the input, process, and output models.

The input was determined as the independent variable that

affected the effectiveness of the flipped classroom during

this training. The trainees' age was the first identified

factor affecting flipped classrooms' effectiveness. Dave

 (2020) concluded that millennials prefer participatory and

immersive learning methods. They actively utilize

technology, involve themselves in learning, and participate

in

FLIPPED CLASSROOM ON COMPUTER SYSTEM

SERVICING: ITS EFFECTIVENESS

I.PROFILE OF THE
RESPONDENTS
COLLECTION AND
 AGE ANALYSIS OF DATA  IDENTIFIED
 GEOGRAPHICAL THROUGH ISSUES AND
LOCATION CHALLENGES
 RESEARCHER’S
II.IMPLEMENTATION MADE SURVEY  PROPOSED
OF FLIPPED CHECKLIST INNOVATIVE
CLASSROOM  RESEARCHER FLIPPED
APPROACH OBSERVATION CLASSROOM FOR
 PRE-TRAINING  FOCUS GROUP SHS CSS
ACTIVITIES DISCUSSION STUDENTS OF
 INTERVIEW EDUARDO V.
 IN-TRAINING
 DOCUMENTATION AGOMAA
ACTIVITIES
 THEMATIC NATIONAL HIGH
 POST-TRAINING
ANALYSIS SCHOOL
ACTIVITIES
 FIGURE 2. CONCEPTUAL FRAMEWORK

activities, discussions, and experiments. The geographical

location of the trainees was one of the variables that

needed to be considered because it affected their progress

in the training in terms of internet connectivity. The other

factors that affected the flipped classrooms' effectiveness

were the learning strategy used by the trainer in the pre-

training, in-training, and post-training activities. Anent

to this, Jarvis (2020) reported that flipped classes are

difficult to master and need a different skill set from

lecturing teachers.

The next variables were the process of documentation of

the firsthand experiences of the respondents. The researcher

has made a survey checklist, conducted an observation, focus

group discussion, interview and documentation. To generate

the output, the researcher used thematic analysis to extract

the most relevant answers connected to this study.

Identifying the issues and challenges of the respondents

during the training helped the researcher to propose an

innovative flipped classroom that addresses their

difficulties and could contribute to the effectiveness of

flipped classrooms in Eduardo V. Agomaa National High

School.

ASSUMPTIONS

In this study, the researcher assumed the following:

1. The flipped Classroom's effectiveness might depend

on the teacher's strategy, learning plan, and availability

of learning resources.

2. The proposed innovative flipped Classroom enhances

this study's previous version of the documented Flipped

classroom.

DEFINITION OF TERMS

The terms used in the present study are defined

technically and operationally as follows:

Documentation. It is technically defined as the act or

an instance of furnishing or authenticating documents.

Documentation in this study refers to the researcher's

gathering black and white documents used by the trainer to

facilitate the flipped classroom.

 Focus Group Discussion. It is conceptually defined as a

small group whose reactions to something (such as a new

product or other concerns ) are studied to predict how a

larger population will react. This study was operationally

referred to the respondents interviewed by the researcher

facilitated to strengthen the information gathered using the

researcher-made survey checklist.

Innovative Flipped Classroom. It is technically defined

as a type of blended learning in which students are exposed

to content at home and work through it at school. This is

the inverse of the more common practice of teaching new

content at school and assigning homework and projects for

students to complete independently at home. Operationally,

this study refers to the proposed flipped classroom by the

researcher for senior high school students of Eduardo V.

Agomaa National High School.

Issues and Challenges. The issue is technically defined

as a vital or unsettled matter, while challenges are defined

as presenting difficulties. This study refers to the

predicaments and experiences of the trainees in this

program. It also covered the strategy used by the trainer to

address the problems.

 Thematic Analysis. It is a qualitative data analysis

method that entails reading through a data set and looking

for patterns in meaning across the data to derive themes.

This study refers to the themes created by the researcher

from the raw data gathered from documentation, a

researcher's made survey checklist, and focus group

discussion.

NOTES

Jarvis, C. (2020).The Flip Side of Flipped Classrooms.

volume98(3)https://cen.acs.org/education/undergraduate-

education/flip-side-flipped-classrooms/98/i3 December

8,2022.

Abdelhak, A., et al (2017. Improving the Teaching of ICT

Engineering using Flipped Learning: a personalized

model and a case study. https://doi.org/10.1590/0103-

6513.227416 December 8,2022.

Doolittle, P.E, (2015). Vygotsky’s Zone of Proximal

Development as a Theoretical Foundation for Cooperative

Learning. Journal on Excellence in College Teaching,

83-103.https://www.researchgate.net/profile/Peter-
 Doolittle2/publication/234590327_Vygotsky

%27s_Zone_of_Proximal_Development_as_a_Theoretical_Foun

dation_for_Cooperative_Learning/links/

55c666ec08aeb97567439df1/Vygotskys-Zone-of-Proximal-

Development-as-a-Theoretical-Foundation-for-

Cooperative-Learning.pdf Accessed December 8,2022

Alkan, F. (2016). Experiential learning: Its effects on

achievement and scientific process skills. Journal of

TurkishScienceEducation, 13(2).http://search.proquest.c

om/docview/1824858137/Siemens, G. (2005). Connectivism:

A learning theory for the digital age. International

Journal of Instructional Technology and Distance

Learning, 2(1), 3-10.

https://learning-theories.com/connectivism-siemens-

downes.html#:~:text=Summary%3A%20Connectivism%20is%20a

%20learning,Wide%20Web%20and%20among%20themselves

Accessed December 8,2022.

Merriam-Webster. (n.d.). Document. In Merriam-

Webster.com dictionary. from https://www.merriam-

webster.com/dictionary/document Retrieved January

20, 2023,

Merriam-Webster. (n.d.). Focus group. In Merriam-

 Webster.com dictionary. Retrieved January 20,

2023, from

https://www.merriam-webster.com/dictionary/focus

%20group

Teach Thought, The Definition of Flipped

Classroom,https://www.teachthought.com/learning/

definition-flipped classroom/#:~:text=A%20flipped

%20classroom%20is%20a,the%20students

%20independently%20at%20home.

Merriam-Webster. (n.d.). Challenge. In Merriam-

Webster.com dictionary. Retrieved January 20, 2023,

from

https://www.merriam-webster.com/dictionary/challenge
 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents reviews of related literature and

studies regarding the utilization and effectiveness of

flipped classrooms as a learning approach.

This presents the related literature gathered by the

researcher. It focuses on the different factors that affect

the outcome of the implementation of the flipped classroom.

One of the factors is the impact of probing questions

determining the prior knowledge of the trainees to create a

good learning strategy. Another is the effectiveness of

flipped classrooms in teaching computer system servicing

during the pandemic.

Flipped Classroom as Learning Approach

Educational content is evolving; new approaches like

the flipped classroom have evolved. The flipped concept

offers an innovative solution to the unmet challenges of

traditional education. Using video technology, students

digest content at their own pace and use their time in the

classroom to attack difficult problems. It also creates

practical instances to foster face-to-face collaboration.

The true essence of this method is its focus on students,

who go from passive receivers to active participants in

their learning. Some statistics show that flipping the

classroom produces beneficial results: 96% of educators who

have used this methodology would recommend it to their

colleagues, and 9 of 10 professors report a positive change

in student participation.

Moreover, a flipped classroom is a type of blended

learning in which instructional content is delivered in the

opposite direction of the traditional learning environment.

Outside of the classroom, often online. It brings

activities, including those that were previously assigned as

homework, into the classroom homework, into the classroom.

 Furthermore, Acedo (2022) stated that flipped

classrooms' most noticeable concern is that students must

have access to a computer and the internet to attend the

lectures. This is especially difficult for low-income

learners who already have limited resources. Also, some

professionals argue that if every instructor begins flipping

their classes, students will spend hours watching lectures

on computers. This can affect students' learning processes

because only some are as skilled at studying through a

computer. However, the study by Dave (2020) concluded that

millennials prefer participatory and immersive learning

methods. They actively utilize technology, involve

themselves in learning, and participate in activities,

discussions, and experiments.

Janique Oudbier (2022) highlighted six key elements

that influence how well the flipped classroom works: the

implementation, the task characteristics, the out-of-class

activities, and the in-class activities. The mediating

factors are the learner's degree of self-regulated learning,

the teacher's role and motivation, the assessment technique,

and guidance during self-study through prompts or feedback.

These elements can be positively promoted by organizing the

learning process and concentrating teacher training on

skills and methods crucial for the flipped classroom.

 Krueger (2022) pointed out that flipped classroom

recognizes that everyone learns at a different speed; it

utilizes a learn-at-your-own-pace method of instruction.

However, this operation is mainly based on the assumption

that learners are self-motivated. Some learners are less

driven than others, and this form of instruction may allow

those learners to accomplish less. Also, the tests are

usually given out to everyone simultaneously to judge how

much they have learned over time and to ensure they can keep

up. If learners operate under the flipped classroom model,

they will approach tests at different times. This will also

allow learners to procrastinate on their learning while

dreading the next test.

Anna (2020) stated in her study that higher levels of

self-discipline are needed in flipped classroom approach.

Flipped learning's learner-centered orientation might be a

disadvantage for learners who need help with self-

discipline. The learners must be motivated to interact with

the learning content and devote time to learning. It is not

sufficient to attend a lecture and passively absorb what the

professor provides. "This may be a problem for more

learners than you realize." In a study of 204 learners, 41%

said their lack of personal motivation was a barrier to

participation in online learning.

 Additionally, Jarvis (2020) reported that flipped

classes are difficult to master and need a different skill

set from lecturing teachers. In practice, the usefulness of

flipped classes is frequently limited. Many flipped

classrooms fail to boost students' test results and, when

handled incorrectly, might affect the student's performance.

In connection with this, Barbaro (2019) stated that in

flipped classrooms, a flipped classroom approach would not

miraculously save unmotivated teachers who are not putting

in the effort to prepare or are not interested in teaching

students skills an inverted classroom is learned by doing.

Therefore, the teacher must engage the learner in the

different practical activities that will develop their

skills.

Jensen et al. (2015) pointed out that students in a

flipped classroom may be able to participate in peer

instruction, group discussions, and other interactive

learning settings. Students can apply course topics to real-

world problem-solving and decision-making situations.

However, improving learning may occur by implementing

appropriate active learning approaches rather than just

flipping the classroom. Some study has found that when both

courses utilize active and constructivist learning

strategies, a flipped classroom does not result in larger

learning gains or better attitudes than a non-flipped

classroom.

Moreover, Moraros (2015) pointed out that despite its

widespread exposure and clear benefits, the Flipped

Classroom approach has only attracted a limited amount of

scientific research, notably on its efficacy in higher

education. The Flipped classroom has mostly been used in K-

12 classrooms, with some secondary applications in

undergraduate learning environments. The limited study

literature suggests that students view the flipped classroom

differently. Some research has revealed that students prefer

the flipped classroom to the conventional teaching methods,

while other studies have concluded that students are less

satisfied.

Furthermore, several studies have been done to compare

the efficiency of flipped classrooms with regular classrooms

Dodson, et al.(2014). According to research, learning the

material in a typical classroom is the same as using a

flipped classroom. However, according to Talbert (2015), the

types of activities students needed help with were usually

assigned to students to complete independently for homework.

The flipped model allows students to receive help and

support from peers and teachers to complete and understand

these tasks.

Significance of Probing Question in Flipped Classroom

Identifying the prior knowledge of the trainees in this

program is essential. It determines the pace of the training

and the strategy that the trainer uses to facilitate

learning. Using the art of questioning, the teacher can sort

out the students' answers and determine the focus of the

training. In his Geography blog, John Sayers stressed the

value of challenging students with questions, writing, "I

love questioning and the potential depth to thinking it can

generate”. However, far too frequently, including in my

practice, I obstruct opportunities for deepening the

thinking by posing a fresh challenge or issue to keep the

room's innovative energy flowing.

Furthermore, Yasmine Nasr (2021) discussed the

importance of probing questions in teaching in her article

"Why You Should Not Overlook the Importance of Probing

Questions in Teaching. "It elaborates on the types of

probing questions and explains their importance and usage in

the academe. To summarize, teachers should abandon

traditional teaching methods and begin to address the

challenges of the modern era. New teaching techniques like

probing can improve class management and student engagement.

Neuert et al. (2019), online pretests have become a

viable method for testing survey questions before they are

used in surveys. Even if the results of cognitive online

pretests are comparable to those of face-to-face cognitive

interviews regarding the issues found and the suggested

question adjustments, more is needed about the appropriate

structure of a cognitive online pretest. This study aims to

determine whether the quantity of open-ended probing

questions that are asked during a cognitive online pretest

affects the accuracy and comprehensiveness of the responses

provided by respondents and their satisfaction with the

survey. The results indicate that including more open-ended

probes in a cognitive online pretest does not degrade the

quality of respondents' responses as measured by the

following response quality indicators: (1) probe

nonresponse, (2) unintelligible answer rate, (3) dropout

rate, (4) word count, (5) response time, and (6) number and

type of probe themes. Furthermore, the number of questions

answered has no bearing on the respondents' satisfaction

with the survey.

 Reday (2019), created three models to structure these

probing questions to win the dialogue between the sales

representative and the customer. Since salespeople typically

have a solid understanding of these models, the sales

manager can use them confidently when coaching sales

employees to increase their performance in closing deals

with little to no further training. These models also have

the benefit of being well-known to the purchasing

organization. Solid evidence that probing questions can

extract information that will help to guide the trainees and

the trainer.

Issues and Challenges in Flipped Clasroom

The flipped classroom is widely used during the

pandemic. Most schools and universities tried flipped

classrooms as a blended learning approach. As a result, the

issues and difficulties of using this learning strategy were

dig-up and exposed.

The study of Chung Kwan Lo et al. (2017) divided the

issues and challenges into three: student-related, faculty-

related, and technical and operational challenges. The

student-related problems are that some students hold a

conventional view of learning, watching videos could have

been more exciting and active, and some students needed

clearer instructions on how to work productively in groups

during class. Also, in terms of faculty-related issues, the

teachers need help understanding the value of flipped

classrooms and are accustomed to this new instructional

approach. Preparing flipped learning materials requires

considerable start-up effort. Furthermore, the technical and

operational challenges were that students might need

internet access to view the videos at home, and the flipped

classroom approach relied on the extent of the investment by

schools in computer resources.

Moreover, Choon Keong Tan (2018), conducted this study

in Vietnam, a small-scale research project that attempts to

investigate students’ perceived challenges when attending a

flipped English grammar class. This study identified

problems in the study were the following: lack of immediate

support and lack of ICT resources. Students had to watch the

video lessons at home to prepare for their class meetings to

participate effectively in a flipped class. Students then

complained that when watching digital lessons, they could

not immediately ask their teacher if they had any questions

about the content, as they could in traditional lectured

classes. Additionally, students must complete all pre-class

activities outside of class using ICT technologies, but

their circumstances are not the same. Some students stated

they did not have a laptop, while others reported

technological issues such as a lack of Wifi access and slow

Internet speeds. The participants discussed this challenge

in greater depth during the interviews.

Along with these problems, it is undeniable that

flipped classroom is an effective learning approach if the

resources and proper training are conducted.

Effectiveness of Flipped Classroom in ICT

As the curriculum and policies require, teacher

educators must modify their teaching methods. Although there

are certain challenges with internet accessibility and

technology proficiency, teacher educators support flipped

classes. Lack of internet access, bad network connections,

expensive data bundles, and a lack of ICT resources were all

mentioned by teacher educators as major obstacles to

implementing the flipped classroom. Flipping classrooms can

be advantageous for developing nations, but doing so

necessitates proper ICT infrastructure, teacher dedication,

and professional development training for educators to

create and implement this strategy. Based on the study of

Aidoo et al. (2022), the ability of teacher educators to

create flipped courses depends on their ICT literacy and

capability to raise student involvement by addressing and

meeting demands. Institutions can pay professionals to train

teacher educators to improve their ICT abilities, so they

can effectively teach online. Also, it mentioned that

teacher educators discussed how the utilization of the

flipped classroom strategy was constrained by a lack of ICT

equipment and inadequate ICT infrastructures, such as slow

internet connectivity.

However, the study of Seitan et al. (2020) demonstrates

how the integrated flipped classroom model and ICT tools

improve secondary students' academic performance in the

computer science subject and foster a good attitude toward

peers, teachers, ICT tools, and motivation. With the F.L.

model, students can study independently anytime and anywhere

to learn the necessary abilities for the ADT computing

module. This has several advantages over traditional

classroom instruction.

Additionally, the study by Han (2020) supported the

narratives above. Based on her findings emphasized the

differences in the deployment of flipped classrooms and

blended learning on academic performance. Compared to

traditional schooling and electronic learning, designing a

flipped classroom has a greater impact on enhancing student

outcomes. Before taking part in the face-to-face meeting

where students actively solve issues based on guided

questions, they can spend enough time watching the lectures

and preparing. Based on directed questions, the teacher

provides these students with fast feedback. The flipped

classroom makes good use of both in-class time and

extracurricular activities by combining traditional

instruction with online learning.

Chak-Him Fung's (2021) results showed that the impact

of flipped classrooms on students' academic performance and

views still needs to be clarified in mathematics. Further

investigation revealed that an effective flipped classroom

always includes discussion, instructor feedback, and peer-

collaborative work and produced superior academic results

than the conventional approach. Then, a structure for a

successful flipped math classroom is offered.

Basavaraj (2019) stated that there was a significant

difference between the pre and post-test scores and also the

mean scores of summative tests between the two groups (P <

0.001). The perception of the students regarding flipped

classrooms was also evaluated. Eighty-two percent strongly

agreed that flipped classrooms were more engaging and

interesting than traditional classes. Seventy-six percent

strongly agreed that more such classes should be conducted

in the future. This experiment evaluates the flipped

classroom's impact on the traditional way of teaching

medical students. As a result, the researcher uncovered that

flipped classrooms effectively improved student performance

and learning experience compared to conventional small group

teaching, and students' response was also largely positive.

Likewise, the study of Hew, et al.(2018), revealed that

the meta-analysis of 28 eligible comparative studies

(between-subject design) showed an overall significant

effect in favor of flipped classrooms over traditional

classrooms for health professions education (standardized

mean difference, SMD = 0.33, 95% confidence interval, CI =

0.21-0.4 when instructors used quizzes at the start of each

in-class session. More respondents reported they preferred

to flip to traditional classrooms.

Furthermore, the study of Abdelhak Aqqal et al. (2017)

shows that the flipped classroom is an effective learning

approach in improving the learner's performance in ICT.

According to this study's assessment data, most students

liked the flipped classroom approach to the ICT engineer

training-introduction session. Furthermore, their study

validated the applicability of flipped learning in

engineering education and demonstrated the favorable

influence of this teaching modality on student

accomplishment. It achieved an overall increase of roughly

12.8% as a contribution of the flipped classroom for all

students compared to the reference in-class instruction, and

female students outperform male students.

Chen Hsieh et al. (2016) results revealed that the

theory-based flipped instruction using online written and

oral interaction not only enhanced the participants'

motivation, making them more active in using idioms in class

but also significantly improved their idiomatic knowledge,

indicating that the flipped learning was successful in

achieving the instructional goals of the class. The present

authors give insights into the impact of theory-based

flipped learning on motivation, idiomatic acquisition, and

student impressions of the online platform and offer

practice recommendations.

Similarly, Zainuddin, et al. (2016) stated that in the

study on Flipped Classroom Research and Trends from

Different Fields of Study, analysis of the impacts showed

that flipped classrooms positively impacted students'

learning activities such as achievement, motivation,

engagement, and interaction. Several issues in this

discussion become implications that can be considered for

future research. Some challenges found in applying flipped

classrooms are needed to be addressed by future researchers,

such as the suitability of the flipped classroom for the

poor quality of video lectures and untrained instructors.

This study also becomes an implication for government or

policymakers to determine the flipped classroom as a

contemporary model to be implemented in teaching-learning

activities for higher education, even K-12 students.

Moreover, Murray D. et al. (2015) used a survey to

determine how students perceived Flipped learning. Students

were generally positive about the approach, particularly the

convenience and flexibility of the flipped videos. Although

face-to-face teaching time was reduced in this flipped

learning implementation, students felt that they interacted

more with their instructors and peers. Students felt

strongly positive about walkthroughs and were mixed in need

of the instructors' faces. Significant efforts were made to

produce high-quality and engaging videos, but the survey

suggested that students learned the most during tutorial

time. The relative importance of interactive tutorials is

congruent with a large body of research and pedagogical

approaches advocating the importance of active student-

centered learning.
 In Addition, Pierce et al. (2012) used flipped learning

in their pharmacotherapy class. They found modest

improvements in student performance and positive student

perceptions that suggested students recognized the

pedagogical benefits and the convenience of the flipped

classroom approach. Kong (2014) used a flipped classroom

approach in an integrated humanities class and found that

students taught this way significantly increased their

domain knowledge.

NOTES

Acedo, M. (2022). Image attribution flickr user

tulanepublicrelations; 10 Pros And Cons Of A Flipped

Classroom. https://www.teachthought.com/learning/pros-
 and-cons-of-a-flipped-classroom/ Accessed December

8,2022.

Oudbier, J.,et al. (2022). Enhancing the effectiveness of

flipped classroom in health science education: a state-

of-the-art review. BMC Med Educ 22, 34.

https://doi.org/10.1186/s12909-021-03052-5 Accessed

December 8,2022

Kueger, J. (2022). Five Reasons Against the Flipped

Classroom

https://stratostar.com/five-reasons-against-the-

flipped-classroom/ Accessed December 8,2022.

Jarvis, C. (2020).The Flip Side of Flipped Classrooms.

volume98(3)https://cen.acs.org/education/undergraduate-

education/flip-side-flipped-classrooms/98/i3

Barbaro, N. (2019). The “Flipped Classroom” is Not The

Solution For Crappy Teaching [Opinion]

https://medium.com/@NicoleBarbaro/the-flipped-

classroom-is-not-the-solution-for-crappy-teaching-

opinion-4cee41639181 Accessed December 8,2022.

Moraros, J.,et al(2015). Flipping for Success: Evaluating

the

Effectiveness of a Novel Teaching Approach in a

Graduate Level Setting. BMC Medical Education, 15,

27.https://doi.org/10.1186/s12909-015-0317-2 Accessed

December 8, 2022.

Talbert, R. (2015). Inverting the Transition-to-Proof

Classroom. PRIMUS, 25, 614-626.

https://doi.org/10.1080/10511970.2015.1050616 Accessed

December 8,2022

Nasr,Y. (2021). Why You Shouldn’t Overlook the Importance of

Probing Questions in Teaching. Comprehensive

Assessment System.

https://blog.qorrectassess.com/importance-of-probing-

questions-in-teaching Accessed December 8,2022

Neuert, et al. (2019). Effects of the Number of Open-Ended

Probing Questions on Response Quality in Cognitive

Online Pretests. Social Science Computer Review. 39.

089443931986639. 10.1177/0894439319866397 Accessed

December 8,2022

Reday,P. (2019). Coaching Sales Presentations-Models For

 Asking Probing Questions.

https://www.researchgate.net/publication/331407885_COA

CHING_SALES_PRESENTATIONSMODELS_FOR_ASKING_PROBING_QUE

STIONS. Accessed December 8,2022.

Aidoo, B. (2022). Transforming Teaching with ICT Using the

Flipped Classroom Approach: Dealing with COVID-19

Pandemic. Educ. Sci 12, 421.

https://doi.org/10.3390/educsci12060421 Accessed

December 8,2022.

Seitan, et al. (2020). The Impact of Integrating Flipped

Learning and Information and Communication Technology

on the Secondary School Students’ Academic

Achievement and Their Attitudes Towards It.

International Education Studies. 13. 1.

10.5539/ies.v13n2p1. Accessed December 8,2022.

Lo, C.K. (2017). A Critical Review of Flipped Classroom

Challenges in K-12 Education: Possible Solutions and

Recommendations for future Research. RPTEL 12, 4.

https://doi.org/10.1186/s41039-016-0044-2 Accessed

December 21,2023.

Tan, C.K. (2018). Students’ Perceived Challenges of

 Attending a Flipped EFL Classroom in Viet Nam, Theory

and Practice in Language Studies, Vol. 8, No. 11, pp.

1504-1510, DOI:

http://dx.doi.org/10.17507/tpls.0811.16 Accessed

December 21,2023.

Han, S. (2022). Flipped classroom: Challenges and benefits

of

using social media in English language teaching and

learning. Front. Psychol. 13:996294. doi:

10.3389/fpsyg.2022.996294 Accessed December 8,2022

Fung, C,H. (2021). Systematic Literature Review of Flipped

Classroom.EURASIA Journal of Mathematics, Science and

Technology Education,17(6).

https://doi.org/10.29333/ejmste/10900 Accessed December

8,2022.

Angadi, N. B., et al(2019). Effectiveness of flipped

classroom as a teaching-learning method among

undergraduate medical students - An interventional

study. Journal of education and health promotion, 8,

211. https://doi.org/10.4103/jehp.jehp_163_19 December

8,2022.
HEW,(2018). Flipped classroom improves student learning in

health professions education: a meta-analysis. BMC Med

Educ 18, 38. https://doi.org/10.1186/s12909-018-1144-z

December 8,2022.

Abdelhak, A., et al (2017. Improving the Teaching of ICT

Engineering using Flipped Learning: a personalized

model and a case study. https://doi.org/10.1590/0103-

6513.227416 December 8,2022.

Chen Hsieh,J. S.,(2017).Using the flipped classroom to

enhance EFL learning, Computer Assisted Language

Learning, 30:1-2, 1-21, DOI:

10.1080/09588221.2015.1111910 December 8,2022.

Zainuddin, Z.(2016). Flipped Classroom Research and Trends

from Different Fields of Study. International Review of

Research in Open and Distributed Learning, 17(3), 313–

340. https://doi.org/10.19173/irrodl.v17i3.2274

December 8,2022.

CHAPTER III
 RESEARCH METHODOLOGY

This chapter presented the research design, methods and

procedure, respondents' profiles, data analysis techniques,

and ethical considerations.

RESEARCH DESIGN

This study used a phenomenology qualitative research

design. It involved studying a specific group of learners in

a training program to understand their learning difficulties

and practices. It also aimed to have a more thorough

understanding of the trainer's learning strategy and

learning approach during the flipped classroom

implementation. Furthermore, it required analysis and

interpretation of the documented content and interview.

METHODS AND PROCEDURE

A researcher-made survey checklist was utilized to

gather data to document the flipped classroom approach. It

also served as a guide in conducting focus group discussions

with the learners and the trainer under the program. Also,

For the documentation, the researcher was invited to observe

during the online class, scheduled-home visitation, and

institutional assessment. A thematic analysis was used to

discuss the gathered information about the respondents'

experiences. The top two answers per question from the

researcher-made survey checklist were extracted and

discussed with the supporting details gathered from

documentation and focus group discussion.

The data gathered in objective one was used to propose

the innovative flipped classroom version 2. The learning

plan, monitoring tool, and trainer strategies were perused

to develop flipped classroom version 2.0. The activities of

the trainees were documented to extract the learning

activities that helped perform the learning outcomes of the

trainees in the new version. The issues and challenges

documented were analyzed, mainly to lessen these factors'

effect on developing the learners' skills.

RESPONDENTS'PROFILE

The study's respondents were the Computer System

Servicing NC II grade twelve students of Eduardo V. Agomaa

National High School in 2020-2021. The respondents were

twenty-one students, with twelve (12) females and nine (9)

males. Regarding their age, nineteen (19) are eighteen,

while the others are seventeen and twenty-one. All

respondents were
 Researcher’s made-survey checklist. It was to verify

their selected for the focus group discussion after

answering

Table 1

Frequency Distribution of the Respondents According to

Age

AGE FREQUENCY PERCENTAGE

17 1 4.5%

18 19 86.5%

19 0 0%

21 1 4.5%

22 and above 1 4.5%

Total 22 100%
the answers and extract more information about the

questions. For the interview, the trainer of the joint-

voucher program was chosen. A male teacher from Global I.T.

Naga Campus. Moreover, their first-hand experiences helped

the researcher to document and analyze their learning

activities and journey in this program.

ETHICAL CONSIDERATIONS

The researcher applied the principles of ethical

consideration developed by Bryman and Bell (2007).

Concerning involvement in this research study, the

participants were not subjected to harm in any way. Before

the study, full consent was obtained from the participants,

the trainees, the trainer of Grade 12 CSS NC II students of

Eduardo V. Agomaa National High School, and the trainer from

Global I.T. under the joint voucher program of the

Department of Education. In addition, the protection of the

privacy of research participants was ensured. The voluntary

participation of the respondents in the research was very

important.
DATA ANALYSIS TECHNIQUE

The descriptive thematic analysis was used to

categorize the respondent's answers. In documenting the

respondents' activities, strategies, and difficulties, a

researcher-made survey checklist, documentation, and

interview were conducted to extract the respondents' first-

hand experiences. This is for the researcher to appreciate

their activities under the flipped classroom learning

approach. The data from the researcher-made survey checklist

and focused group discussion were analyzed, and a coding

process was used to determine the respondents' top two

answers—the themes were generated using a coding process

focused on learning plans, activities, issues, and

challenges.

This study also used methodological triangulation to

understand further the respondents' answers for the

conclusion to be more reliable since the gathered data comes

from different methods and two sets of respondents.

 Notes

Delve. Ho, L., (2022). What is Phenomenological Research

Design? Essential Guide to Coding Qualitative Data.

https://delvetool.com/blog/phenomenology Accessed

December 8,2022.

Sushil Baral, (2016). Focus Group Discussion.

https://www.herd.org.np/uploads/frontend/Publications/

PublicationsAttachments1/1485497050-Focus%20Group

%20Discussion_0.pdf Accessed December 8,2022.

Katrina A. Korb, (2013). Conducting Educational Research :

Calculating Descriptive Statistics.

http://korbedpsych.com/R17bDescriptive.html Accessed

December 8,2022.

Emma Bell, et al. (2007). The Ethics of Management Research:

An Exploratory Content Analysis, British Journal of

Management 18(1):63 – 77

https://www.researchgate.net/publication/227792535_The_
 Ethics_of_Management_Research_An_Exploratory_Content_An

alysis

Chapter IV

DATA ANALYSIS AND INTERPRETATION

The chapter presents the analysis and interpretation of

the findings of this study. These are divided into two

sections. The first section is a documented discussion of

the flipped classroom pre-training, in-training, and post-

training under the joint voucher program. The first section

is about discussing the pre-training activities. The second

section discusses the actions that take place during the

execution of this learning mode. The third section is all

about the post-training activities. The second half is

devoted to debating the suggested flipped classroom.

Document the implementation of the virtual flipped

classroom approach of SHS-CSS in Eduardo V. Agomaa National
High School under JDVP
Table 2 shows the summary of the findings based on the

researcher's gathered data through the researcher's made

survey checklist, focus group discussion, interview, and

document data from the trainer. The table divided the

findings according to their usage in this chapter. The first

section is about the pre-training activity, followed by

training activities discussed in three themes, and the last

is the post-training activity.

Table 2

Implementation of the virtual flipped classroom approach

under JDVP

Pre-Training Activities

Learner’s Diagnosis Probing Question

In-Training Activities

Session Plan

Activity Matrix

A. Learning Plan Progress Chart

Achievement Chart

B. Activities Synchronous Activities

Asynchronous Activities

Technical Issues

C. Issues and Challenges Domestic Issues

Post- Training Activity

Institutional Assessment
A. PRE-TRAINING

This narrative is about the activities held by the

trainer before the formal training under the joint voucher

program. This discussion is about the learner's prior

knowledge diagnosis, which created one theme the probing

question.

Probing Question. This discussion focused on probing

questions which were found as the preliminary activity made

by the trainer to know the prior knowledge of the trainees.

During the focus group discussion, one of the trainees

said,

"Before the discussion, especially in an online

class, Sir Erick asked questions about what we
have learned."
Also, after summarizing the respondents' answers on the

survey checklist, thirteen answered that asking questions

was the teachers' way of assessing their prior knowledge in

CSS NC II during the Joint-Delivery Voucher Program. Also,

the respondents reiterated that the trainer conducted a pre-

practical demonstration to further verify the trainee's

competency. Furthermore, as stated by the trainees, they

were assessed in core competencies one and two. Core

competency one focuses on installing and configuring a

computer system, while core competency two focuses on

setting up a computer network.

Based on the narrative of the interview conducted, the

teacher was aware that the students had prior knowledge of

CSS NC II as it is part of the curriculum offered by Eduardo

V. Agomaa National High School in the Technical Vocational

Livelihood Track in Senior High School. Moreover, the

conducted pre-practical demonstration was the trainer's way

of seeing if the trainees were proficient in the skills in

CSS NC II that they had already acquired before the Joint-

Delivery Voucher Program.

Moreover, in this training during the pandemic, knowing

the student's prior knowledge and proficiency will save

time, resources, and effort for the trainer and the

trainees. Also, it implies that the trainer used the

assessment result to determine the focus of the training in

every core competency in CSS NC II. Thus, more time will be

allotted to core competencies that might be difficult for

the trainees to master. Furthermore, it helped Global I.T.

They have utilized their resources since they were the

learning materials and equipment provider under the Joint-

Delivery Voucher Program.

Moreover, the statement above is supported by Anmei

Dong et al. (2020), How Does Prior Knowledge Influence

Learning Engagement? The Mediating Roles of Cognitive Load

and Help-Seeking concludes that students with high prior

knowledge are likely to need less help than those with low

prior knowledge, who need more help. As also stated, the

practical implication is that the teachers must adjust the

instructional design to facilitate the student's learning

development.

Determining the students' prior knowledge is an

excellent way to save time and resources. The teacher could

use a self-assessment guide to determine the acquired

knowledge of the learners and validate it using a task sheet

containing the objectives needed to pass the competencies in

the four areas. Also, it will help to determine if the

trainees are proficient in every competency of four cores in

Computer System Servicing. Also, giving certificates to the

trainees who are proficient in particular core competencies

will help the other trainees to be more motivated. Moreover,

advancing the trainees to the following core competency will

save the trainer and trainees time.

B. IN-TRAINING ACTIVITIES

Implementing the flipped classroom under the joint

voucher program was conducted during the pandemic. There

were different factors affecting the implementation of this

program. These factors need to be considered by the trainer

to achieve the program's goal successfully. The researcher

documented the different activities and first-hand

experiences of the trainees and the trainers. The

researcher's observation, interview, and focus group

discussion generated three themes: learning plan,

activities, issues, and challenges. To further understand

the learning approach of the trainer used in this training

activity, the learning plan discusses the trainers' guide

and the monitoring tools used to facilitate the

implementation of this program. The second theme is the

synchronous activities that discuss the online practices

held during the flipped classroom approaches—followed by

asynchronous activities that show the different activities

during the learning content application. Lastly, issues and

challenges encountered by the trainer and trainees under the

implementation of in-training of the JDVP will elaborate on

the respondents' activities and experiences.

 Learning Plan. To fully understand the learning

activities of the trainees and the trainer in this learning

approach, this narrative discusses the learning strategy and

learning tools used by the trainer to facilitate the

training in the flipped classroom. It was divided into five

(4) parts. The first section was about the session plan,

which served as the trainer's guide throughout the training.

The second part of the discussion was about the activity

matrix, which the trainer uses for activity scheduling. The

third section discusses the progress chart used by the

trainer to monitor the learning outcomes of the trainees.

The fourth section discusses the accomplishment chart used

by the trainer to monitor the daily accomplishment of the

trainees.

Session Plan. When the trainer asked about the training

guide he used for this training, he responded that in Global

I.T., they use a session plan to provide a focus for the

training and remind the trainer of the critical training

points in the discussion.

"Using a session plan, I can easily guide the

learners with their learning outcomes for every
learning objective with allotted hours and
training time."
Also, during the observation conducted by the researcher,

the trainer presented his session plan for core competency

one. Append is the session plan used by the trainer.

"To implement the content of my session plan, I

used three learning approaches: the virtual
flipped classroom, modular, and scheduled-home
visitation."
He made this statement because the training was held during

the COVID-19 pandemic. In connection with this, in the

Department of Education in the Division of Camarines Sur,

the face-to-face classes under the joint voucher program

were suspended and moved to the online class and modular

approach. The trainer invited the researcher to observe the

class during the virtual flipped classroom implementation.

Also, during the distribution of the modules, the researcher

documented the recipients of the modules, which were the

trainees' parents. Additionally, during the scheduled-home

visitation, the trainer invited the researcher to observe

how he facilitated and validated the learning progress of

the trainees. Based on the researcher's observation during

the scheduled-home visitation, the trainer validated a

practical demonstration performed by his trainees through an

assessment checklist (see appendix) by observing them during

their scheduled practical on core competency one. As shown

in an appendix are the virtual class screenshots, the

modules' distribution, and scheduled-home visitation.

Furthermore, the session plan is divided into nine (9)

parts. The first part is the Sector, which indicates the

specific training field; in this case, it is electronics.

The second part is the Qualification Title, which shows the

learning track's title, Computer System Servicing NC II. The

third part is the Unit of Competency, which shows the focus

of the training needs to address the learning gaps. The

fourth part is the Module Unit, which indicates the unit

module based on the competency-based curriculum. The fifth

part is the Learning Outcomes, which indicate the learning

objectives under specific core competencies. The sixth part

is the Introduction, which provides an overall view of what

the training is to accomplish. The seventh part is the

Learning Activities, which are divided into seven elements:

1.) Learning Content, which shows the learning sequence of

the topics. 2.) Methods indicate the learning style the

trainer will use to discuss the topic. 3.) Presentation

covers the learning tools the trainer will use. 4.) Practice

indicates how the learner can apply and assess the trainees'

knowledge, skills, and attitudes. 5.) Feedback indicates the

result and correct answers so the trainees can compare their

output and assess their learning. 6.) Resources indicate the

learning materials that the trainees will use. 7.) time,

though the training is self-paced, this section provides an

ideal period for a specific topic. The eight-part is the

Assessment Plan, which indicates the method of evaluating

the achievement of learning outcomes. The ninth part is the

teacher's reflection. It shows the trainer's feedback about

the sufficiency of the learning content and the

appropriateness of the methodology that the trainer used in

the session.

Based on the trainer's statement and the researcher's

observation during the implementation of the session plan t,

the trainer mainly used the session plan to guide him and

his trainees on the sequence and pace of the training and

its ideal training period. Also, he used his session plan to

determine the learning approach style to address the

trainees' needs with a slow internet connection.

Additionally, the session plan gives a concrete

learning plan during the distance learning that guides the

trainees to develop their skills under the joint voucher

program in computer system servicing. The session plan in

this training was also the template used in TESDA, which was

proven effective and used a competency-based curriculum that

indicated the unit competency.

 This narrative is about the implication of the session

plan in training. With the use of the session plan in this

training, the trainer addressed the learning needs of the

students. Thus, the trainer could sequence the learning task

aligned to the core competencies and learning objectives.

Also, it guided the trainer to facilitate the learner with

different learning needs. Thus, the trainees with

difficulties accessing the internet were redirected to

another learning style. Also, with the session plan, the

trainer provided a self-paced assessment style that helped

the trainees assess their learning. Thus, the trainees were

ready to assess learning outcomes in every learning

objective.

Additionally, the session plan provided a time frame

that indicated the ideal period for every topic that helped

the trainer to strategize his learning approach. Also, it

helped the trainees accomplish the tasks within the given

time for every topic. Furthermore, the session plan provided

a trainer's feedback that will help the trainer assess the

effectiveness of his learning strategy. As a result, the

trainer can improve his session plan for the following

training sessions.
 The statement above is supported by Jessica Miller

(2014) that lesson preparation is an essential component of

being a successful trainer and should be utilized to prepare

for what will happen in the training sessions. Depending on

the instructors' ideas and organization, this preparation

and how it is carried out might be helpful or unproductive.

The session plan's execution will always start with how the

trainer planned it. Also, in the study of Zahorik et al.

(2003), well-planned exercises featured defined goals and a

logical framework with step-by-step content development.

Lessons can be logically organized in two ways: sequencing

and alignment. The sequencing of a single lesson, as well as

the sequence of a series of lessons, is significant. Having

a sequence means that trainers can link ideas and concepts

that are connected rather than isolated. Alignment

guarantees that all aspects of the session planning

sequence, notably the aim, activity, and assessment, are

working together toward the goal of trainer accomplishment.

Moreover, the study of Janique Oudbier (2022)

highlighted six key elements that influence how well the

flipped classroom works: the implementation, the task

characteristics, the out-of-class activities, and the in-

class activities. The mediating factors are the learner's

degree of self-regulated learning, the teacher's role and

motivation, the assessment technique, and guidance during

self-study through prompts or feedback. These elements can

be positively promoted by organizing the learning process

and concentrating teacher training on skills and methods

crucial for the flipped classroom.

Proper planning leads to a better learning experience

for trainers and trainees. Though the curriculum guide for

computer system servicing in DepEd was based on TESDA, it

would be more practical if the teachers in CSS in DepEd used

a session plan rather than preparing raise plus. Since the

training and curriculum are patterned after TESDA, the

learning approach must also be aligned with the curriculum.

This will help the learners learn faster based on their

preferred learning style and pace.

Activity Matrix. During the observation conducted by

the researcher, a noticeable tarpaulin was posted on the

wall of the training room. When the trainer was asked what

that was, he replied that it was an activity matrix.

"I used an activity matrix plan to schedule the

training activities of the trainees along with
the tools and equipment they are going to use."
He said this statement when asked about the purpose of the

activity matrix. He mentioned that the trainer must have a

session plan to accomplish the activity matrix. He also

elaborated on the different parts of the activity matrix,

which are the following: 1.) Training Activity, which

indicates the set of activities for the trainees. 2.)

Trainee, show the list of names of the trainees. 3.)

Facilities/Tools and Equipment, based on the resources of

the session plan, indicate the learning materials that the

trainees will use. 4.) Venue Working Station shows the

different working stations for the trainees based on their

level of competencies. Since the learning style is student-

centered, the student's progress was self-paced. He also

mentioned that a divided working station was not applicable

in this training because the Global I.T. only provided one

set working station per group due to the pandemic. 5.) Date

and Time, shows the specific date and allotted time for the

trainee to accomplish their given task. 6.)Remarks: Indicate

the type of assessment the trainees will take during the

researcher's observation during the online class. The

trainer updated his training activity matrix based on the

tasks of every group. He also updated the trainees about the

focus of their training.

Based on the trainers' statement, he used the activity

matrix to specify the task of every trainee based on their

learning needs. Also, dividing the class according to their

learning needs helped the trainees learn faster through peer

teaching. Additionally, the activity matrix provided a

specific time frame for the trainees and trainer on when to

accomplish their tasks and conducted an institutional

assessment for skills validation. Also, it helped the

trainees to locate the specific task sheet, information

sheet, and other learning materials that helped them with

their tasks.

Moreover, based on the narrative, it implied that the

activity matrix in this training helped the trainees

determine the order of their tasks in every competency.

Also, based on the narratives, the trainer used this

learning chart to create a group that led to peer teaching.

As a result, the students with common learning needs learn

faster. Also, with the help of the activity matrix, the

trainer identified the learning resources the trainees

needed for every task. Thus, it was easier for the trainees

to look for the learning resources needed to accomplish

their tasks. Another importance of the activity matrix was

that the trainer provided a specific time frame for the

trainees to complete their tasks. Thus, the trainees were

guided about their schedule for institutional assessment to

be validated by their trainer.

 The statement above, supported by Wharing Center for

Education (2021), stated that the activity matrix offers a

simple method to arrange teaching and learning opportunities

throughout the day. It gives the trainers a visual framework

and a prompt for when a group may deliver planned,

personalized instruction based on the objectives of specific

learners. By arranging for teaching to take place throughout

each activity, routine, and transition throughout the day,

the activity matrix/IEP helps optimize instructional time.

Additionally, matrices may be a helpful tool for

teamwork and cooperation, ensuring that everyone in the team

is aware of the learners' objectives and the lesson plans.

Also, the study of Jensen et al. (2015) pointed out that

students in a flipped classroom may be able to participate

in peer instruction, group discussions, and other

interactive learning settings. Students can apply course

topics to real-world problem-solving and decision-making

situations.

Based on the above narratives, an activity matrix helps

develop the trainee's skills and knowledge about specific

learning objectives and outcomes. Integrating the activity

matrix in the senior high school grade 12 computer system

serving class might be helpful and valuable for the teachers

and students. Also, creating a workstation with different

learning needs is possible using an activity matrix. The

learning task and resources will be determined per

workstation so that the students can perform the given task

for an allotted period. Also, the students will be aware of

their training time because they will be prompted with the

schedule of their institutional assessment.

Progress Chart.During the focus group discussion, eight

trainees responded that they were using a progress progress

in the training.

"Sir Erick used a progress chart to monitor our

progress along the training. He presented and
updated us about our accomplishments through an
online class."
This statement is supported by the thirteen trainees who

answered that their trainer used a progress chart to monitor

their progress during the training under the joint voucher

program. Also, during the researcher's observation, the

trainer presented a progress chart to the class.

Additionally, during the trainer's interview, he mentioned

using a progress chart.

"I used a progress chart in training to monitor

each trainee's learning outcomes and competencies
and assess my teaching strategy."
He has made this statement because, in TESDA, every trainer

must record their trainee's achievement during the training.

During the interview, he also elaborated that the progress

chart is divided into two categories.

"The progress chart is divided into two

categories, the common competencies, and the core
competencies, but in this training, I focused on
core competencies of CSS NC II."
He focused on the core competencies because, during the pre-

assessment, the trainees could pass the common competencies.

He also mentioned the different parts of the progress chart,

which are the following: 1.) Name of Trainees, it shows the

list of trainees under the joint voucher program. 2.) Core

Competencies Checklist indicates the different competencies

the trainees must pass to mark a check. 3.) Legend shows the

list of different core competencies learning activity

outcomes to be performed by the trainees. He mentioned that

the trainee could mark a check under the learning activity

after validating the skills through practical demonstration.

It was proof that the trainee was competent.

Based on the narratives, the progress chart in this

training served as a monitoring tool for the trainer and

trainees to track their learning outcomes in every core

competency learning activity. Also, another important use of

a progress chart in this training was that the trainer could

track the trainees who needed to perform better in

accomplishing their learning activities. Also, the progress

chart can be an evaluating tool for the trainer to assess

his teaching strategy effectiveness in teaching the core

competencies in computer system servicing.

This implies that aside from monitoring the trainees'

progress during the training, a progress chart in this

training was also used to improve the trainer's instruction

in teaching core competencies. The trainer was aware that if

most of the trainees needed help advancing, there might be a

problem with the teaching strategy he utilized for this

training. Besides, it also means that the trainees used the

progress chart to track their performance. Additionally, the

primary use of a progress chart in this training was to

monitor the trainees' progress and for the trainer to

provide an intervention when required.

Based on the study of Stecker et al. (2008), Progress-

monitoring material encourages the instructor to evaluate

the quality of the student's instructional program and

detail the student's general rate of progression over time.

One of the most significant functions of progress monitoring

is to give the instructor the data so they may modify their

lesson plans. When students do not do as well as expected,

the instructor should think about initiatives that may be

changed to improve student performance. Also, the study by

Sanchez (2016) stated that as long as teachers are

comfortable using this method, tracking students'

development is a valuable tool for supporting them in

pedagogical monitoring and performance analysis of trainees.

Additionally, the study by Cotton (1998) stated that

effective education requires teachers to assess students'

ability levels and track their learning progress. Monitoring

tools can make teachers increasingly aware of these

implications and help them change their lesson plans as

required by the data they gather.

Moreover, the use of a progress chart in this training

was found to be helpful. Before the pandemic, the CSS

teacher at Eduardo V. Agomaa National High School was

already using a progress chart to monitor the student's

progress in the training. It would be more beneficial if the

progress chart started with common competencies. Besides,

skills development in computer system servicing commences on

common competencies.

Achievement Chart. During the researcher's observation,

another chart was posted on the wall. When the researcher

was asked what the was or. He replied that it was an

achievement chart.
 "I used this chart to keep track of the necessary
tasks and activities that are often listed on the
CBLM worksheets. The purpose of the achievement
chart is to allow you to keep track of trainees'
daily successes."
He made this statement to support and justify the daily

activity task sheet given to the trainees that he validated

through an achievement chart. The task sheet is part of the

competency-based learning module used as a reference for the

trainer to create a session plan. The achievement chart is

divided into three (3) parts. The first part is the list of

trainees' names. The second part is the list of activities

of each core competency of the track. The third part is the

Legend of the chart, which shows the details of each

activity in core competencies.

Based on the researcher's observation and the trainer's

statement, the achievement was used in this training to

monitor the daily accomplishments of the trainees. Also,

based on the trainer's statement, the achievement chart was

used to monitor the trainee's progress in each activity

toward accomplishing learning outcomes. The difference

between an activity chart and a progress chart is that an

achievement chart is used to monitor the daily achievement

of trainees. In contrast, a progress chart is used to

monitor the accomplishment of learning outcomes in every

core competency.
 Based on the above narratives, the trainer monitored

the daily progress of the trainees to assess their progress.

As a result, the trainees were guided and accomplished their

tasks according to the time frame. Monitoring the trainee's

daily accomplishments helped them to do their tasks and

track their progress. Also, with an achievement chart, the

trainer assesses each trainee's performance and gives an

intervention if needed. As a result, no trainees were left

through the entire training.

The study by Atwell, 2014 supports the statement above.

Supervising students during the process, the teacher

monitors who need extra support to ensure that he/she

completes the task correctly. Also, the study by Vaccaro

(2018) stated that the first benefit of monitoring student

learning during training was that students were more likely

to be engaged in the process. Also, the study by Cotton

(1998) stated that ongoing assessment is essential for

student success.

Additionally, Jarvis (2020) reported that flipped

classes are difficult to master and need a different skill

set from lecturing teachers. In practice, the usefulness of

flipped classes is frequently limited. Many flipped

classrooms fail to boost students' test results and, when

handled incorrectly, might affect the student's performance.

The achievement chart is a good monitoring tool for the

daily accomplishments of trainees. However, in public

schools where there is a problem with equipment and

facilities, using an achievement chart is not practical.

Even so, utilizing the DepEd Computerization Program can be

an excellent support to facilitate the learner's needs in

practical application in computer system servicing tracks.

By dividing the class into different working stations, the

class will be divided into four. Each group can use the

working station depending on their progress. With the use of

validated pre-assessment, the teacher can determine the

groupings of the class. The process will be self-paced, and

a practical validation will be conducted before the trainees

can proceed to the following core competency learning

outcomes.

Activities. This section will discuss the activities in

the flipped classroom learning approach conducted by the

trainer. The trainer's learning strategy was divided into

three virtually flipped classrooms, modular, and scheduled

home visitation, which generated two themes synchronous and

asynchronous activities. The synchronous activities focused

on giving learning inputs to the trainees and assessing

their learning knowledge via online quizzes. The

asynchronous activities discussed the practical application

of learning inputs to the setup and skills validation.

Synchronous. Based on the survey checklist results,

twenty-one respondents answered that they meet thrice

weekly. Online sessions were conducted every Monday,

Wednesday, and Friday.

The online platforms used in this training were Google Meet

for online classes and Facebook Messenger for chat

communication. The trainer's statement supports this during

the interview.

"I used online class sessions to enhance the

learner's insight about the topics. I also used
online classes for recitations and quizzes."
Furthermore, as reiterated by the trainees, the answer

sheets were sent privately to the teacher through pictures.

In connection with this, the trainer's strategy was to

motivate the trainees to listen and participate attentively

during the session. Also, as articulated by the respondents

during the focused group discussion, they were rewarded by

their trainers.

"Sir Erick rewarded the trainees with the highest

scores in quizzes, one hundred pesos worth of load
 for the first prize, while the second and third
prizes would get fifty pesos worth of load."
Also, as mentioned by the respondents, during the online

session, they were updated by the trainer about their

progress in the training. The progress chart was updated to

record the trainees' progress and discuss it with them.

Based on the narrative of the interview conducted, the

trainer utilized online classes to discuss the learning

content of the training. The trainer knew the trainees were

distracted and may have lost focus on the training session.

As an intervention, he used a reward system to capture their

attention and motivate the trainees to listen during the

discussion and study the learning materials. Furthermore,

the trainer conducted quizzes and used a progress chart to

assess the student's progress in the program. Updating the

students' progress was a good strategy to motivate the

trainees to accomplish the objective learning tasks. Also,

the trainer used online sessions to give instructions for

the following tasks under specific core competencies. In

addition, the trainer also used the online sessions to

ensure that the students were learning and accomplishing the

tasks given to them.

Moreover, the narrative above clearly implies that the

intervention made by the trainer to retain the trainee's

attention was effective. The trainees in this program were

motivated to attend online classes and perform the given

tasks because they had fun competing to get the reward.

Furthermore, showing and updating the progress chart every

session was an excellent strategy to motivate the students

to accomplish the task given to them so that they will

strive to accomplish the task and will not be left behind by

their co-trainees.

Moreover, the trainer's strategy helped the trainees

complete the given task in this program.

The narratives support McClean's (2016) study that giving

tangible incentives can positively affect students'

performance. According to this study, the quality of the

students' effort increases when they know they will be

rewarded. Also, the study of Chen Hsieh, & Michael W. Marek

(2016) revealed that the theory-based flipped instruction

using online written and oral interaction not only enhanced

the participants' motivation but also made them more active

in class.

Distance learning modality indeed faces many challenges.

Ensuring the retention of interest of the learners every

session is a big challenge to the teacher. Introducing a new

learning modality and motivating the learners during the

transition might be too complex for teachers during the

pandemic. A learning management system such as NEO LMS will

help students track their online progress. Also, it will

serve as their guide through the entire session and update

them about the learning task that needs their attention.

Another is providing a progress chart that can be seen in

the practice area with a list of the task the students need

to accomplish and a set of checklists that will show their

progress during training sessions.

Asynchronous. In this training, students' learning and

progress were self-paced. As stated by the respondents,

Tuesday and Thursday were utilized for familiarization and

mastering the new skills discussed during the online

session.

"Sir Erick divided the class into groups. Each

group was composed of three members. Every group
had the equipment and tools provided by Global
I.T."
Also, to ensure the trainees' safety, the trainer ensured

that each group member came from the same community. As

reiterated by the trainer, home visitation was conducted

during these days. Following the proper health protocol, he

visited the trainee's home to check if the equipment

functions according to its purpose, and some concerns were

addressed during this visit. Based on the interview, the

trainer utilized these days for a practical performance

application. The students were scheduled to perform a

practical demonstration in every core competency in order

for them to proceed with the next task. The trainer used

performance content to evaluate the trainees' mastery and

proficiency in the skills they needed to develop. If the

trainees had queries, they used Facebook Messenger as a

communication tool. Also, the respondents mentioned that

there were times when they were monitored using video calls.

Based on the interview narrative, the trainer designed

and utilized Tuesdays and Thursdays to monitor, develop,

refine, and expose the trainees to the practical application

of the information received during the online session.

Additionally, by separating the trainees into small groups,

the trainer adopted a peer teaching technique where trainees

can watch or instruct other learners in the group.

Based on the respondents' statement, there should be

ample time for practical application where learners may

apply, perform, and enhance their abilities in creating a

learning plan for the flipped classroom. Furthermore,

ongoing monitoring assists learners in effectively following

the intended learning objectives. Also, the respondent's

narratives demonstrate that peer learning is a useful

learning approach in the technical track. Learners may truly

learn by seeing their group mates perform the given task,

making acquiring the skills much simpler.

The statement above is supported by the study of Shweta

et al. (2020), which stated that reasonable practice helps

students to master the hands-on skill of a particular task.

Providing enough time to the trainees will help to become

more precise and proficient. Also, the same study stated

that feedback from their co-trainees encourages skill

development. Also, feedback encourages students to assess

their actions, identify potential mistakes, and analyze and

track their learning. This feedback serves to reinforce

learning positively. Also, the study by Krueger (2022)

pointed out that flipped classroom recognizes that everyone

learns at a different speed. It utilizes a learn-at-your-

own-pace method of instruction. However, this operation is

mainly based on the assumption that learners are self-

motivated.

Additionally, the study by Blanco (2017) stated that

students engage in peer contact according to their varied

learning styles and pace, indicating that students with the

same learning interest positively benefit each other in

acquiring knowledge.
 Based on the above findings, giving enough practice

time helps the students improve their hands-on skills. In

connection with this, letting the students practice their

acquired learning in practical application three times

during class hours will help them become more proficient in

the learning task. Also, providing working stations for

every task in core competency will unnoticeably group the

students according to their learning needs and promotes peer

teaching.

Issues and Challenges. Virtually flipped classrooms

were used in this training, and issues and challenges were

part of it. In this section, the issues and challenges will

be discussed. The first part of the narrative discussed the

technical issues. This narrative will cover the difficulties

encountered by the trainer and the trainees in technical

aspects of the training, including the internet connection,

tools, and equipment. The second part of the narrative is

the domestic issues. This section will discuss the

challenges encountered by the trainees during training while

staying at home. Table 3 shows the summarized findings of

the researcher's observation, focused group discussion, and

researchers' made surveys checklist.

 Technical Issues.The respondents stated during the

interview that internet connectivity was their most common

problem. Nineteen out of twenty-one respondents stated that

they had a poor internet connection. Five respondents were

from Busak, Libmanan, and Camarines Sur, an upland area in

Libmanan, which is noted for poor internet connection

because of its demographic location. The trainee's statement

supports this finding during the focused group discussion.

"The first problem we encountered during the

online session was the poor internet connection.
There were times that we needed to move to another
location to receive a good internet connection."
Thus, trainees in this area needed help attending the online

sessions. The respondents also indicated that they addressed

the issue by transferring to another location with a good

internet signal. Also, as stated by the respondents, there

were instances when they could not connect to the internet.

As a result, they just referred to their learning module to

accomplish the task. Moreover, the rest of the respondents

answered that they needed a better internet connection from

Duang Niog, Libmanan, Camarines, Sur. When the respondents

were asked about their solutions to address this problem,

they stated they looked for another location that could

receive a good internet signal. Furthermore, eighteen out of

twenty-one respondents stated that they were distracted by

other social media platforms.

"Sometimes we are distracted by message

notifications on social media such as Facebook
Messenger and Tiktok. Sometimes, we read messages
in class or watched videos on YouTube and Tiktok."
The trainees were given a data allowance every week for

their online sessions. Thus, the trainees

had access to the internet, specifically their social media

accounts. As mentioned by the respondents, there were

instances during the training hours when they were browsing

Facebook, TikTok, YouTube, and Instagram. As stated, they

needed to focus on the lesson. Furthermore, the distraction

from other social media platforms was inevitable. In

connection with this, the trainer's strategy was to utilize

the time allotted for the online session and performance

content. Using social media and Facebook messenger, the

trainer often supervised the trainees. Home visitation was

another way to see the trainees' progress and check if the

equipment was functioning according to its purpose. As part

of the training in TVL-track, the trainees were given enough

time to practice and familiarize the steps and procedures in

every core competency. Although the learning approach was

self-paced, the trainer supervised the trainees to ensure

that the time frame for the training was being followed.
 Based on the narrative of the interview conducted, the

trainees were aware that slow internet access could affect

their learning progress in this training. Besides, it also

shows that they were finding ways to address it by looking

for a good location with good signal strength. Also, the

trainer was aware that the trainees were distracted by

social media. Thus, the trainer created strategies that

would minimize the distraction.

Moreover, the statements above clearly implied that the

slow internet connections affect the trainees' progress

under this program. Demographic location is one factor that

affects the speed of an internet connection. As a result, it

consumes trainees' time and effort to find a good spot,

resulting in the delayed development of their skills.

Furthermore, the narrative implies that the trainer exerted

effort by creating strategies to help minimize social media

distractions. As a result, it helped the trainees be more

focused on the lessons.

The trainee's narrative supports the result of Acedo

(2022), stating that flipped classrooms' most noticeable

concern is that students must have access to a computer and

the internet to attend the lectures. This is especially

difficult for low-income learners who already have limited

resources. Also, some professionals argue that if every

instructor begins flipping their classes, students will

spend hours watching lectures on computers. This can affect

students' learning processes because only some are as

skilled at studying through a computer. Also, the same study

result of Sitzmann et al. (2010) shows that remote learning

raises time and space limitations and poses some

difficulties due to connectivity issues, applications

lagging, and computers running slowly, which may interfere

with the learning process. The trainees must adjust and

adapt to the new learning modality despite the difficulties.

Furthermore, the trainer's action to minimize social media

distraction supports the study of Agwi Uche Celestine et al.

(2015), Impact of Social media on Students' Academic

Performance, which revealed that the time spent on social

media negatively affects students' academic activities.

In this learning modality, learning modules support the

trainees to develop their skills in every core competency

continuously. Furthermore, the distribution of recorded

instructional videos showing the step-by-step process in

every core competency will support the trainees to enhance

their skills and maximize their time and effort when the

internet connection is unreliable. Also, the DepEd

computerization program will significantly help with this

training modality. The program can aid the trainees by

providing them with one Acer netbook containing all the

instructional videos that can be accessed without an

internet connection.

Domestic Issues. As stated by the respondents during

the focus group discussion and the result of the survey

checklist interview, the most common issues were household

chores and the fact that the place was not conducive to

learning. In this section, these two difficulties affect the

trainee's performance regarding online sessions and

performance content. The first issue mentioned by the

respondents was household chores.

"I need to finish the household task earlier than

the scheduled time of online sessions. Sometimes
my parents give me a task during class hours."
As the pandemic arose, there was no other option than

distance learning. The training was held online, so the

student needed to stay home. As articulated by the

respondents, staying at home means more responsibilities

when it comes to household chores. More responsibilities

mean less time to study. The interviewer asked the

respondents how they addressed this issue and mentioned that

they had accomplished their tasks before the online class.

The second issue stated by the respondents was that the

environment needed to be more conducive to training. Because

of the setting, trainees were required to study at home with

their parents and siblings. According to the respondents,

focusing on the lecture was difficult due to background

disturbances, and the learning space needed to be bigger or

more available. As articulated by the respondents, they

resolved the issue by finding a suitable location to focus

on the lesson.

As revealed in the interview, trainees stayed at home

for most of the training period and were not excused from

performing their duty at home. It shows that the trainees

knew that household chores were a distraction that they

needed to resolve. It also shows that time management was

their solution to this problem. Despite the situation,

trainees knew they needed to manage their time effectively,

utilizing the given period for the training session to be

more competent. In addition, they need more learning space

to address. The equipment provided by Global I.T. was two

desktop computers and a network rack that needed at least

six square meters of learning space. It showed that the

trainee's strategy was to choose a house among the group

members where they could set up the equipment with fewer

noise disturbances.
 Based on the narrative of the respondents, it implies

that the training hours in this program were shortened and

consumed by the trainees' obligations, domestic

disturbances, and duties. As a result, the student's

performance was sacrificed, and their progress was delayed.

Also, based on the respondents' narratives, parent support

is needed in this learning approach. Utilizing training

sessions on mastering the skills without any disturbances

will help the students focus on being more proficient and

competent. Another is the need for more learning space for

this training. Practical application during performance

content was vital in this training; this program applies to

the equipment. Thus, in this program, the trainees with

learning spaces had the advantage of being more capable of

mastering the skills in the different tasks in CSS NC II.

Based on the narrative of the respondents, it implies

that the training hours in this program were shortened and

consumed by the trainees' obligations, domestic

disturbances, and duties. As a result, the student's

performance was sacrificed, and their progress was delayed.

Also, based on the respondents' narratives, parent support

is needed in this learning approach. Utilizing training

sessions on mastering the skills without any disturbances

will help the students focus on being more proficient and

competent. Another is the need for more learning space for

this training. Practical application during performance

content was vital in this training; this program applies to

equipment. Thus, in this program, the trainees with learning

spaces had the advantage of being more capable of mastering

the skills in the different tasks in CSS NC II.

The above findings support the study by Lydia Emmanuel

(2015), which revealed that many students fare poorly in

their exams because of their limited time to engage in

academic pursuits at home, which is owing to the amount of

time they spend doing household duties. The same study

revealed that the significant amount of time spent by the

students on domestic tasks was a second important factor

contributing to their low academic performance, which was

preceded by a lack of teaching and learning tools.

Meanwhile, the study of Dhanapala (2021) supported the above

statement on the effect of learning spaces on students'

performance. The study revealed that the students with

proper facilities performed better than those with

inadequate facilities.

Most senior high school students have responsibilities

at home, whether taking care of their family's needs or

performing household duties. Despite the students' limited

study time, providing them with the right equipment and

consumables will help them to be motivated and optimistic

that they can improve their skills and be competent in

performing the task in CSS NC II. The school's MOOE fund may

be used to purchase consumables and other training

materials. Additionally, providing parents with orientation

prior to the training will enable them to see how crucial it

is for students to have ample time to practice each learning

activity in this track. In this training, the learning

environment must be comfortable and accessible. An effective

technique for assisting students who lack a suitable

learning environment at home is to group the students with

at least three to four of the same neighborhoods. Peer

teaching is another useful learning approach in this

training that aids in the advancement of the trainees.

Post-Training Activities. This section will discuss the

activity held by the trainer to validate the learner's

acquired knowledge through the full training under the JDVP.

The statement below is based on the researcher's observation

and the data gathered by the trainer and trainees.

Institutional Assessment. The trainer held an

institutional assessment to validate trainees' acquired

skills under the joint voucher delivery program. The

institutional assessment validates the trainees' skills

toward accomplishing the four core competencies in computer

system servicing NC II. Based on the data gathered and the

researcher's observation, the assessment was held within two

days. Because of the pandemic, the class was divided into

two. The trainees' validation was held on March 18, 2021, to

march 19, 2021. The trainees were given seven hours and

thirty minutes to complete the task from core competency one

to core competency four. The assessment guide checklist

consisted of (33) thirty-three items. For core competency

one, the time allotted was one (1) hour for ten (10) items.

For core competency two, the time allocated is two and

thirty minutes for six learning tasks. The next learning

task consisted of ten items for two and thirty minutes only.

Lastly, core competency four was composed of six learning

tasks with one hour allocated. The trainer checked the

assessment checklist when the trainees completed every core

competency learning task and validated it by the trainer.

The twenty-one trainees successfully passed the

institutional assessment and ended with one hundred passing

rates.

It was revealed that the trainees were prepared and

ready to perform the learning tasks for the institutional

assessment. Evaluating the students' skills at the end of

the training is necessary to determine if the training was

successful in terms of learning approach and methodologies.

Also, the narrative shows that the time allotment was one

factor determining the trainees' proficiency in executing

the task.

Also, the assessment is needed to validate the acquired

skills and knowledge of the trainees. Also, it shows that

the time of the trainee's exposure to the learning content

application in this training is one factor that needs to be

considered to familiarize with the step-by-step procedures

in every core competency. Moreover, millennial learners

prefer learning methods that use technology. They actively

involve themselves in the learning process. As a result,

they learn faster and adapt quickly to the learning process.

This is supported by the study of Zainuddin, Z., &

Halili, S. H. (2016) stated that the study on Flipped

Classroom Research and Trends from Different Fields of

Study, analysis of the impacts showed that flipped

classrooms brought positive impacts on students' learning

activities such as achievement, motivation, engagement, and

interaction. Several issues in this discussion become

implications that can be considered for future research.

Also, the study by Dave (2020) concluded that millennials

prefer participatory and immersive learning methods. They

actively utilize technology, involve themselves in learning,

and participate in activities, discussions, and experiments.

Assessment after the training is significant in

determining the student's progress and proficiency in this

learning approach. Assessment could be done at every end of

the core competency in CSS NC II. This ensures the trainees

are ready to learn the next core competency and its learning

content application.

This study aims to propose a flipped classroom version

2.0 based on the findings of objective one. This design will

be utilized for Core Competency one in Computer System

Servicing NC II grade 12 students in Eduardo V. Agomaa

Nationa High School, Duang Niog, Libmanan Camarines Sur.

PROPOSE FLIPPED CLASSROOM VERSION 2.0

This study aims to propose a flipped classroom version

2.0 based on the findings of objective one. The gathered

data in objective one was used to develop the flipped

classroom version 2.0. The findings on how the trainer used

the learning plan, monitoring tools, and strategies were

analyzed and modified to integrate into this version of the

flipped classroom. Also, the activities observed and

documented during the implementation of flipped classrooms

were analyzed and modified for this second version.

Additionally, the difficulties of the trainers and trainees

will be addressed, and an innovative solution will be

proposed to lessen the effect and improve the learner's

performance under the new version of these flipped

classrooms. This version 2.0 of flipped classroom was a

product of the previous version.

Table 3 shows the difference between the two versions. It

also shows the innovation made in this new version.

Introduction. This study aims to develop a flipped

classroom version 2.0 from the documented previous version

of the flipped classroom used by Global I.T. on grade twelve

students at Eduardo V. Agomaa National High School during

2020–2021. It mainly involves the computer system servicing

NC II teachers and the grade twelve students of Eduardo V.

Agomaa National High School, Duang Niog, Libmanan, Camarines

Sur, and other schools willing to adopt the proposed version

of this flipped classroom. The target schedule of this

flipped classroom approach will be implemented in the third

quarter of the academic year 2022-2023, which falls from

January to March 2023.

 First and foremost, with the initiative of the CSS NC

II teacher, the approved proposal of the flipped classroom

version 2.0 must be signed by the school head, the public

Table 3

Proposed flipped classroom version 2.0

(Comparison of Flipped Classroom Version 1 and 2)

Pre-Training Flipped Proposed Flipped

Activities Classroom Classroom Version Two
Version One
Learner’s Probing Question Contextualized Self
Diagnosis Assessment Guide
Student Orientation
In-Training
Activities
Session Plan No Update

A. Learning Plan Activity Matrix No Update

Progress Chart No Update

Achievement Chart No Update

B. Activities Synchronous Establish Workstation per

Activities COC
Four hours per week of
learning input
Asynchronous Six hours per week of
Activities practical application of
learning content
C. Issues and Technical Issues Utilization of Local Area
Challenges Network
Dissemination of
instructional video
through storage devices
Domestic Issues Conduct of Parent
Orientation
Post- Training
Activity
Institutional Practical Assessment as
Assessment pre-requisite to
institutional assessment

school district supervisor of Libmanan, North District, and

the assistant school division superintendent of the Division

of Camarines Sur. Additionally, this approach will be

realized using the DepEd Computerization Program, which

provides stand-alone computers for the TVL track that offers

CSS NC II.

The grade twelve computer system servicing students are

expected to complete the various learning tasks in the four

core competencies. This proposed flipped classroom aims to

ensure that the students are familiar with the correct

procedure for carrying out the various tasks on four core

competencies. The integration of the session plan, in

addition to the lesson plan of the SHS teacher, will be this

version's first innovation. Monitoring tools such as an

activity matrix, progress chart, and achievement chart will

be introduced as part of this new version because it was

found that they were effective in tracking learners'

progress.
 Furthermore, to promote peer teaching and utilization

of DCP, the workstation in this version will be introduced.

There will be four fundamental competencies at each

workstation. The students must complete the learning

assignments for each competency at the designated

workstation. This technique will support peer teaching and

deal with the training's self-paced learning model. The

students will be motivated to complete their tasks as they

see their progress on the monitoring tools.

Moreover, the internet connection was the main

technical problem in the previous version of the flipped

classroom. This version addresses the internet connectivity

in disseminating instructional resources through the local

area network. The learners can download the instructional

resources to their phones faster and more quickly without

using the internet service provider. Also, all instructional

resources can be viewed in the instructional area of the

proposed workstation for this version. Also, using a

MikroTik router, this version can disseminate internet

connection with limited bandwidth for the learners. It can

be used for additional research regarding the lessons. The

Mikrotik router may restrict social media's inbound and

outgoing connections and only use them for research to

prevent the distraction they cause.

 Furthermore, to address the domestic issues in version

one, an orientation before the training will be conducted

for the parents of the learners. The main topic will be the

discussion of the significance of pre-class activities of

this learning approach to the learners' progress. The

support of the parents to the learners will be the number

one factor that needs to be gained for this version to be

effective. The parents' orientation will be included in the

proposal signed by the school head and supervisors. Also, to

address the learning environment, the proposed design of the

workstation will ensure that the learning environment is

conducive to learning.

The students can learn the practical application with

the tools provided by the teacher through online and offline

platforms. A learning management system will be used for an

online platform, and a local school area network will be

utilized for disseminating resources. Additionally, the

instructional videos will be available on social media

platforms or google drive. A zip application will also

compress the file for offline dissemination.

Moreover, regarding the proposed flipped classroom

version two and its effectiveness in addressing the

difficulties of the respondents in flipped classroom version

one, the respondents (fourteen trainees and one trainer)

were consulted via messenger about the innovation made in

this proposal. Most agreed that utilizing the local area

network would help resolve the internet connection issues.

The dissemination of the instructional videos and the Acer

netbook provided by DCP would help the learner acquire the

learning content of each competency. Additionally, according

to the respondents, the working station would promote peer

teaching strategy and utilization of learning resources and

consumable materials in CSS.

Pre-training Activities

Orientation. The primary purpose of this orientation is

to inform the parents about the program and distribute the

materials such as netbooks, consumables, and learning

resources. During the orientation, the teacher will discuss

the significance of time in this training, particularly

during asynchronous activities, wherein the students need

ample time to familiarize the step-by-step procedure of the

learning task. Also, parental consent will be provided and

discussed during the orientation. An authorization that they

will agree that their children will undergo this learning

approach. The support of the parents to the learners will be

the number one factor that needs to be gained for this

version to be effective. Orienting the parents on the

significance of watching instructional videos in this

learning approach will be addressed domestic issues,

particularly household chores.

The statement above focuses on resolving the technical

and domestic issues of flipped classroom version one. Giving

the learning materials through offline storage devices and

conducting parent orientation will ensure the student's

progress by eliminating the cause of the problem.

Moreover, the trainees can access the learning

materials and utilize their free time to study the content.

Also, this will enable them to be motivated to learn the

learning content more extensively in an inexpensive way.

According to Krueger's study from 2022, flipped

classrooms acknowledge that each student learns at a

different rate. It uses an independent learning approach to

instruction. However, the critical presumption underlying

this operation is that students are self-motivated. This

training method might enable students who are less motivated

than others to accomplish less.

Probing Question. In this version, the trainees will

answer the self-assessment guide—a list of learning tasks in

every core competency. With a checklist containing all the

learning tasks, the trainees need to check if they think

they can perform them. The trainer must validate the claim

of the trainees through actual demonstration of the task

checked by the trainees in the self-assessment guide. If the

trainees pass the validation assessment, the trainees can

proceed to the next learning task or core competencies.

The suggested activity above will determine the prior

knowledge of the trainees. It will help the teacher to

determine the phase of the class. Also, the validation

assessment will help the students to recall their prior

knowledge and be validated if applicable and updated.

Conducting prior assessments in training activities will

minimize learning resources and consumables used in CSS NC

II. Significantly the training phase of the student will be

reduced and focus on the critical aspect of the training

that needs mastery.

In her article "Why You Should Not Overlook the

Importance of Probing Questions in Teaching," Yasmine Nasr

(2021) emphasized the significance of probing questions in

the classroom. Class management and student engagement can

be significantly enhanced by implementing new teaching

strategies, such as questioning and conducting an activity

to know tier prior knowledge.

In-training Activities

Learning Plan. The learning plan for this flipped

classroom version 2.0 will utilize the session plan as it

will be integrated with raise plus, which will serve as the

trainer's guide in this training. The monitoring tool used

in this training will be the progress chart, achievement

chart, and activity matrix.

Session Plan. It was proven that the session plan

utilized by the trainer in flipped classroom version 1.0

effectively developed the students' skills in CSS NC II.

However, in DepEd, particularly in senior high school, the

teachers are obliged to accomplish raises plus as their

guide in teaching. Based on the gathered and given data by

the trainer, the session plan is an effective tool to use in

a flipped classroom learning approach. In this version,

utilizing the session plan format, the teacher needs to

create a session plan that covers the four core competencies

in CSS NC II. Since it will not be a laddered approach, the

teacher must ensure that the session plan is accomplished

and address the different learning components of each core

competency in four areas.

By incorporating the session plan into the daily lesson

log, the trainer can ensure that the students can access the
learning resources suited for the learning content. This

way, the trainees' progress can be monitored, creating

learning interventions if necessary. The teachers' strategy

and learning intervention will significantly impact the

trainees' progress in the flipped classroom.

The narratives above clearly implied that a session

plan will determine the student's progress based on the

teachers' intervention and strategies during the training.

Also, the learning resources will quickly be sorted

according to their training functions.

Regarding this, Barbaro (2019) asserted that flipped

classrooms and a flipped classroom strategy would only

magically save unmotivated teachers who are trying to

prepare or are engaged in teaching students' abilities,

which are learned by doing. The student must therefore be

exposed to various practical exercises by the teacher to

build their skills.

Activity Matrix. Flipped classrooms version 1.0 used

the activity matrix for scheduling the training activities

of the trainees and for scheduling tools and equipment. In

flipped classroom version 2.0, the activity matrix will be

used to schedule training activities and workstations for

the trainees. Since this second version introduces

workstation per core competency and not a laddered approach,

the scheduling of tools and equipment will be included in

each working station as there are different tools to be used

in each core competency.

The students learned more quickly through peer teaching

because of the class's division into groups based on their

individual learning needs. The activity matrix in this

version will ensure that the students per station will use

the proper learning tool designed for the given task.

Additionally, it is helpful to find the precise worksheet,

information sheet, and other learning resources that aided

the trainees in completing their tasks. Also, the students

are motivated if they are given enough learning resources.

Precise learning resources in every workstation will

help the trainers and the learners to utilize the learning

facilities in a computer laboratory. Also, the workstation

will promote peer teaching that will help the trainees learn

faster than studying alone by doing the task.

Students in a flipped classroom can participate in peer

education, group debates, and other interactive learning

environments, according to Jensen et al. (2015). Students

can use the course material to solve problems and make

decisions in the real world. However, implementing suitable

active learning strategies may result in increased learning

rather than simply flipping the classroom. According to some

research, a flipped classroom only provides more learning

gains or better attitudes than a non-flipped classroom when

both courses use active and constructivist learning

methodologies.

Progress Chart. It was used to monitor trainees'

progress in completing learning outcomes for core

competencies and to assess the trainer's teaching strategy

in the flipped classroom in version 1.0. In this version,

the progress chart will also be utilized to monitor the

learning outcomes for core competencies and assess the

trainer's strategy, which was proven effective in the

previous version. Additionally, to fully understand the

progress chart's use, it needs to be introduced to the

learners because it is new to them.

A progress chart's ability to help the trainer keep

track of the trainees struggling to complete their learning

exercises is another crucial function in this training.

Additionally, the progress chart can be a tool for the

trainer to evaluate the success of his lesson plans in

imparting the fundamental skills of computer system

servicing NC II.
 This suggests that a progress chart in this training

will enhance the trainer's instruction in teaching

fundamental competencies and tracking the trainees' progress

throughout the program. Additionally, it indicates that the

students will use the progress chart to monitor their

development. Additionally, a progress sheet is primarily

used in this training to track student progress and allow

the trainer to intervene as needed.

Progress-monitoring materials urge the instructor to

assess the effectiveness of the student's instructional

program and detail the student's overall rate of growth over

time-based on the study by Stecker et al. (2008). Providing

the instructor with the information so they can change their

lesson plans is one of the most important purposes of

progress monitoring. When students perform below

expectations, the teacher should consider efforts that could

be modified to boost student performance.

Achievement Chart. The achievement chart in the

previous version was used to monitor the daily

accomplishment of the trainees for their daily tasks to

monitor the trainees' progress in accomplishing the learning

task in competency-based learning modules. In this second

version, the achievement chart will be used for monitoring

the daily task on different activity sheets of the students,

including the task in core competencies, not only on the

competency-based activities. Since the trainees will have

different learning tasks, the achievement chart will be

filled up according to their accomplishments in their

assigned core competency.

Monitoring the task given in each core competency will

ensure that the trainees follow the proper procedure of each

lesson activity task. Specifically, four core competencies

have a crucial effect on the overall output of the trainees

in configuring the server and client computers in the

network.

The trainer assessed the trainees' progress by

monitoring their daily progress based on the above

narratives. As a result, the trainees will be guided and

accomplish their tasks according to the time frame.

Monitoring the trainee's daily accomplishments in four core

competencies will help them do their tasks and track their

progress. Using an achievement chart, the trainer can assess

each trainee's performance and intervene if necessary.

Activities

The activities in this second version will be divided

into two synchronous and asynchronous. Under synchronous

activities, it was giving content knowledge and pre-class

activities since the objective is to give learning inputs to

the trainees. The documented use of asynchronous activities

in flipped classroom version 1.0 was for familiarization and

mastering the performance application, scheduled home

visitations, practical demonstration, and used for peer

teaching. This second version will also be utilized for the

same functions with additional activities since it will be

conducted with a face-to-face learning approach. The

utilization of workstations for a not ladderized approach

will be integrated.

Synchronous Activities. The first activity is

conducting a pre-assessment. The main objective of this pre-

assessment is to determine the students' prior knowledge

regarding the learning task in core

competency one. The self-assessment guide will be used to

determine the skills of the students. It is a survey

checklist containing all the learning tasks in core

competency one that is answerable by yes or no only. If the

students claim or present a certificate that they can do a

learning task, the teacher will facilitate a practical

examination to validate it. If the student passes the

practical exam, the student will proceed to the next

learning task.

Moreover, the synchronous activities will be scheduled

for two days weekly to give more time to apply content

learning. Another reason is that the CSS NC II is given only

two hours daily. The four hours will be utilized to discuss

topics related to each core competency, quizzes,

clarifications, an accomplishment of achievement chart, an

activity matrix, and a progress chart. Additionally, it can

be used to access LAN and WAN connections provided in the

computer laboratory for their research and clarification

about the topics.

Furthermore, since the core competencies will not use

the ladderized approach for each main competency, the

trainer can utilize the time for instructing every trainee

in their respective area.

Asynchronous Activities. The learning objective is to

get the students involved in learning task activities that

will enhance their mastery and proficiency in performing the

proper step-by-step procedures related to installing and

configuring a computer system. The student's progress will

depend on their performance. The student's progress will be

self-paced. The teacher will prepare four working stations,

and each station will be composed of six desktop computers.

The first station will be available to the students after

they have watched the instructional videos entirely and

passed the short quiz for that learning task.

Additionally, the students with the same learning task

can practice and enhance their group skills because peer

learning helps them learn faster. To evaluate if the student

is ready for the next learning task, using the assessment

guide, the teacher will facilitate a practical examination

to assess if the student is competent. Also, to assess the

student's proficiency, the teacher must set a time limit for

the task. Additionally, as part of the innovation of this

flipped classroom, three days will be allotted for

asynchronous activities. The reason is to give more time for

applying learning outcomes in core competency.

Also, to utilize the limited learning resources,

particularly desktop computers, this version will introduce

workstations for every core competency. With the use of an

activity matrix, the trainees can proceed to the workstation

that will be allotted to them after the pre-assessment. This

version will not be a ladderized approach, wherein the

trainees can start on four core competencies according to

their assignment in the activity matrix.

 The ideas presented in activities (asynchronous and

synchronous) are based on Janique Oudbier (2022) identified

six key elements that influence how well the flipped

classroom works: implementation, task characteristics, out-

of-class activities, and in-class activities. Among the

mediating factors is the learner's level of self-regulated

learning, the teacher's role and motivation, the assessment

technique, and guidance during self-study through prompts or

feedback. Also, according to Jensen et al. (2015), students

in a flipped classroom may be able to participate in peer

instruction, group discussions, and other interactive

learning settings. Students can apply course topics to real-

world problem-solving and decision-making situations.

PROPOSED FLIPPED CLASSROOM COMPUTER LABORATORY

The study's proposed arrangement of learning resources

will be utilized to implement the self-paced, collaborative,

and peer teaching-learning approach; found in this study

that this type of strategy was effective in developing the

skills of the learners under flipped classroom approach.

Furthermore, the classroom will be divided into

different areas, which are the following: four workstations,

printed learning resources, monitoring tools, LAN network,

and instructional areas. The first is the four workstations

divided into four according to the core competency of the

computer system servicing NC II. Every workstation has

learning outcomes that need to be performed by the learners

under a given period.

The next area is the instructional area, intended to

assist the learners in accessing the instructional videos

and Servicing NC II Computer Laboratory soft copies of pdf

modules and for teacher's discussion on learner's

clarification. The next area is the printed learning modules

and printed learning

Figure 3: Proposed Innovative Flipped Classroom for Computer

System

resources wherein the learners can assess to help them

understand the purpose of learning outcomes and its concept-

related information. Next is the monitoring tool area. This

activities to be accomplished.The last area is the local

area

area can provide the learners' progress details and network,

where the learners can download instructional videos to

their smartphones. A LAN connection does not need internet

access to transfer data.

 Moreover, this design will ensure that the surroundings

are conducive to learning, as it was found to be one of the

main problems in flipped classroom version 1.0.

UTILIZATION OF LOCAL AREA NETWORK AND WIDE AREA NETWORK

Even the instructional videos will be distributed

together with the DepEd netbooks. This version will create a

LAN connection for the trainees to access their

instructional videos without using any internet service

provider connection. The main purpose is to let the learners

access the instructional videos using their smartphones

while familiarizing the step-by-step procedure of their

learning task.

Additionally, even though the students provided an

instructional area for watching videos, their smartphones

will help lessen the number of students using the computers

in this area. The server will be provided for the trainees

to download and access the videos.

Moreover, the wide area network will be used for

searching the world wide web for clarification regarding the

lessons. A MikroTik router will be used to give lease time

for students to use the internet connection.

c. Post-Training Activities
 Practical Assessment. The trainees must perform all the

learning tasks in a core competency assigned before

proceeding to the following core competency in CSS NC II.

The teacher will use an assessment checklist to validate the

trainee's skills and proficiency. The trainees must complete

the task to pass the assessment within a given time.

Validating the students' proficiency before proceeding to

the next competencies will help them train under time

pressure based on the given assessment time in TESDA and

attain the six- and thirty-minute time frame for the four

core competencies.

The practical assessment in this version will ensure

that the student can achieve the standard set by TESDA.

Assessor validates assessment in four areas in CSS NC II, an

assessor provided by this institution. If the trainees aim

to achieve an NC II certificate, they must follow the

standard given by this department.

Training with the given standard is necessary to

achieve the NC II certificate. It will only be possible if

the trainees are exposed to the true nature of assessment

under time pressure. Repeatedly exposing the student to the

actual training will help them to learn and execute the

skills within the given time frame.

 Kolb's experiential learning theory supports the above

narrative that learners must be exposed to a real scenario

wherein they can practice what they have learned by

"learning by doing." thus, the trainer used practical

assessment to validate the trainee's skills proficiency.

Institutional Assessment. The main goal of

institutional assessment is to ensure that the trainees are

ready for the NC II assessment that TESDA will conduct in an

assigned testing center. In this assessment, the trainee

must perform all learning competencies in the four core

competencies in CSS NC II. The allotted time for this

assessment is seven hours. The trainee must perform the task

properly from COC 1 to COC 4. Also, the trainer must assess

the trainee's skills and proficiency using an assessment

checklist.

Assessing the trainees' proficiency level in four areas

will determine if they are ready for the NC II certificate

Assessment conducted by TESDA's assessor. Also, it will

serve as a trainer guide to provide intervention to those

trainees that still need to be qualified to take the

assessment.

Conducting an assessment of the trainees before the NC II

certificate assessment will give the trainer enough time to

create a learning strategy to help those students that still

need to be qualified. Also, It will give them motivation and

confidence to take the assessment if they pass the

Institutional assessment.

According to Krueger (2022), the flipped classroom

recognizes that everyone begins to learn at a different

speed and utilizes a learn-at-your-own-pace method of

instruction. Also, Anna (2020) stated in her study that

higher levels of self-discipline are required in the flipped

classroom approach. Flipped learning's learner-centered

orientation may be disadvantageous for students who need

help with self-discipline. Learners must be motivated to

engage with learning content and devote sufficient time to

learning. The trainers are responsible for ensuring that the

student is motivated while learning.

NOTES

Dong, A., et al. (2020). How Does Prior Knowledge Influence

Learning Engagement? The Mediating Roles of Cognitive

Load and Help-Seeking. Front. Psychol.

 https://doi.org/10.3389/fpsyg.2020.591203 Accessed

December 8,2022.

Miller, S. J. W., (2014). Teachers' perspectives of

effective

lesson planning: A comparative Analysis. Dissertations,

Theses, and Masters Projects. Paper 1550154173.

https://dx.doi.org/doi:10.25774/w4-8swa-7371 Accessed

December 8,2022.

Stecker, P.,et al. (2008) Using Progress-Monitoring Data to

Improve Instructional Decision Making, Preventing

School Failure: Alternative Education for Children and

Youth, 52(2), 48-58, DOI: 10.3200/PSFL.52.2.48-58

Accessed December 8,2022.

Vaccaro, D. T., (2018). Impact on Student Learning:

Monitoring Student Progress, Journal of Practitioner

Research,3 (1), https://doi.org/10.5038/2379-

9951.3.1.1070

McClean, (2016). The Impact of Incentives and Rewards on

Student Learning.ActionResearch,1-30.

http://gillactionresearch.weebly.com/uploads/2/2/4/7/22

479612/action_research__mcclean__2016_.pdf Accessed

December 8,2022.

Sitzmann, T.,et al. (2010). The effects of technical

 difficulties on learning and attrition during online

training. Journal of Experimental Psychology: Applied,

16(3), 281–292. https://doi.org/10.1037/a0019968

Accessed December 8,2022.

Agwi, U. C., (2015).Impact Of Social Media On

Students’academic Performance.International Journal of

Scientific & Engineering Research,9 (3).

https://www.ijser.org/researchpaper/impact-of-social-

media-on-students-academic-performance.pdf Accessed

December 8,2022.

Emmanuel, L. (2015). The Influence of Household Chores on

Girls’Academic Performance in Secondary Schools in

Morogoro Rural District.

https://core.ac.uk/download/pdf/44684850.pdf Accessed

December 8,2022.

Dhanapala, R.M.. (2021). THE EFFECT OF LEARNING ENVIRONMENT

ON ACADEMIC PERFORMANCE FROM STUDENTS' PERSPECTIVE. 9.

1527-1534. 10.11216/gsj.2021.03.4960 Accessed December

8,2022.

Kueger, J. (2022). Five Reasons Against the Flipped

Classroom

https://stratostar.com/five-reasons-against-the-

flipped-classroom/ Accessed December 8,2022.

Nasr,Y. (2021). Why You Shouldn’t Overlook the Importance of

Probing Questions in Teaching. Comprehensive

Assessment System.

https://blog.qorrectassess.com/importance-of-probing-

questions-in-teaching Accessed December 8,2022

Barbaro, N. (2019). The “Flipped Classroom” is Not The

Solution For Crappy Teaching [Opinion]

https://medium.com/@NicoleBarbaro/the-flipped-

classroom-is-not-the-solution-for-crappy-teaching-

opinion-4cee41639181 Accessed December 8,2022.

Moraros, J.,et al(2015). Flipping for Success: Evaluating

the

Effectiveness of a Novel Teaching Approach in a

Graduate Level Setting. BMC Medical Education, 15,

27.https://doi.org/10.1186/s12909-015-0317-2 Accessed

December 8, 2022.

Oudbier, J.,et al. (2022). Enhancing the effectiveness of

flipped classroom in health science education: a state-

of-the-art review. BMC Med Educ 22, 34.

https://doi.org/10.1186/s12909-021-03052-5 Accessed

December 8,2022

Santos, A. et al. (2020). Flipped Classroom for an Active

Learning. Journal of Education and e-Learning Research.

7. 167-173. 10.20448/journal.509.2020.72.167.173.
 CHAPTER V

FINDINGS, CONCLUSION, AND RECOMMENDATION

 This chapter presents the overall view and results of

the study undertaken by the researcher. The study reported

implementing the virtual flipped classroom approach in SHS-

CSS in Eduardo V. Agomaa National High School under JDVP and

flipped classroom innovation.

This study utilized the descriptive study design to

document the trainees' learning plans, activities, issues,

and challenges and propose a flipped classroom that benefits

the students' computer systems and servicing of Eduardo V.

Agomaa National High School. The respondents consisted of 1

teacher and 21 students who were purposively selected. The

study made use of a researcher-made survey checklist

questionnaire.

OBJECTIVE 1

Document the implementation of the virtual flipped

classroom approach in SHS-CSS in Eduardo V. Agomaa National

High School under JDVP.

FINDINGS

1. Pre-Training Activities. The pre-training activity

documented in this training is the probing question by

asking

questions verbally.
 2. In-Training Activities. The trainer utilized the

learning plan, achievement chart, progress chart, and

activity matrix. The activities were divided into two

synchronous and asynchronous. The issues and challenges

documented in this training were technical and domestic

matters.

3. Post-training Activities. The documented activity

for post-training was institutional assessment.

CONCLUSIONS

1. Pre-Training Activities. The trainer assesses the

prior knowledge of the trainees to save resources and time.

The prior knowledge guides the student toward the learning

task of core competencies one and two.

2. In-Training Activities. The training plan ensured

the trainer's availability, learning resources, and

equipment for every learning competency in CSS NC II. The

learners must be exposed to a real scenario wherein they can

practice what they have learned from the content in actual

application. Issues and challenges mainly arise because of

geographical location and the need for parent awareness.

3. Post-Training Activities. Institutional assessment

is
a way to assess the effectiveness of a trainer's training.

Assessment is necessary at the end of the training to assess

whether the learner has acquired knowledge and skills along

the program.

RECOMMENDATIONS

1. Pre-Training Activities. A checklist that is

answerable by yes or no will save time in assessing the

learners' acquired learning before the training. Creating a

self-assessment guide to help the trainees identify their

prior knowledge will be a good start instead of asking them

verbally. Orientation should be held before the in-training

activities.

2. In-Training Activities. The teacher must determine

the learner's prior knowledge. Establishing a working

station and LAN network would resolve internet connection

issues. Regarding parental support, the teacher must conduct

an orientation before the training. Also, conducting

learning insights can be utilized for two days only per week

and three days for practical application.

3. Post-Training Activities Practical demonstration in

every core competency before proceeding to the next one

should be done. The institutional assessment will be given

once they pass the four practical demonstrations.

OBJECTIVE 2

This version focused on improving the issues and

challenges documented in the flipped classroom version one.

In determining the prior knowledge of the trainees, this

version will use a self-assessment guide checklist that is

answerable by yes or no. As part of the pre-activity, this

version suggested that the parent orientation should be

conducted before the in-training activities. The main reason

is to address the lack of parent support and disseminate

offline storage devices containing learning resources and

materials. In-training activities will be divided into two;

synchronous activities focused on learning content will be

twice a week, and the honing of skills for practical

application will be thrice a week. The proposed computer

laboratory workstations will address the need for standalone

computer desktops and utilize local area networks to share

learning resources in different media.

Lastly, the proposed practical assessment is a

prerequisite to the institutional assessment. To ensure that

the trainees will perform with proficiency in four core

competencies based on TESDA given standard before the

institutional assessment.