Computer-Mediated Flipped Grammar Instruction and Students’ Grammar Competence
DOI:
https://doi.org/10.69569/jip.2026.208Keywords:
Computer-mediated, Explanatory sequential design, Flipped grammar instruction, Students’ grammar competenceAbstract
Despite growing interest in innovative pedagogical approaches, empirical evidence on the effectiveness of the flipped classroom strategy in developing grammar competence among Filipino Junior High School learners remains limited. This study examined the effectiveness of the flipped classroom strategy on the grammar competence of Grade 7 students in a private junior high school in the Philippines. Using a mixed-methods research design, the study used a pretest-posttest assessment to collect quantitative data and semi-structured interviews to gather qualitative data. A 50-item teacher-made grammar test served as the quantitative instrument, while an interview guide gathered students' lived experiences with the implemented strategy. A paired-sample t-test revealed a statistically significant difference between pretest and posttest scores (t = -13.59, p < 0.05), indicating marked improvement in students' grammar performance. Thematic analysis of the interview data further corroborated these findings, revealing that the flipped classroom helped Grade 7 students perform well in in-class activities. The flipped classroom strategy helped them understand the lessons better. However, a few students encountered difficulties in the flipped classroom, which hindered the development of their grammatical competence. These results collectively demonstrate that the flipped classroom strategy is an effective instructional approach for teaching English grammar. It is therefore strongly recommended that Junior High School English teachers adopt the flipped classroom strategy, particularly because today's learners are digital natives who are well positioned to benefit from technology-mediated, learner-centered instruction.
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