FLIPPED-PAIR-SHARE: AN INTEGRATED STRATEGY IN ENHANCING STUDENTS’ PERFORMANCE AND ACADEMIC SELF-CONCEPTIN ENGLISH

Abstract

This study investigated the effects of the flipped-pair-share strategy on students' performance and academic self-concept in English among Grade 10 students. Specifically, it aimed to determine the level of the student's performance as exposed to flipped-pair-share (FPS) and non-flipped-pair-share (non-FPS) in terms of pretest, post-test, and retention test; assess students' level of academic self-concept in terms of academic confidence and effort; ascertain the significant difference on students' academic self-concept; find out the significant difference on the student's performance and determine the significant difference on students' level of retention as exposed to FPS and those in non-FPS strategy. The study employed a quasi-experimental research design to determine the effectiveness of the flipped-pair-share strategy. A teacher-made questionnaire was used to determine students' performance. The academic self-concept questionnaire measured how students perceived their academic capability. It was found that students exposed to flipped-pair-share performed better and scored higher than those under non-flipped-pair-share. Students exposed to FPS had positive academic self-concept concerning academic confidence and effort, while those under non-FPS had moderately positive. There was a significant difference in students' academic self-concept between FPS and non-FPS groups. Moreover, a significant difference existed in students' academic performance in the post-test and retention test between the FPS and non-FPS groups.