Flip-Lab in Action: Empowering Physics Learners’ Science Process Skills
DOI:
https://doi.org/10.5281/zenodo.20209472Keywords:
Academic Performance, Flip-Lab Approach, Student-Centered Learning, Science Process Skills (SPS), Take-Home MaterialsAbstract
Mastering science process skills (SPS) in subjects like Physics presents a significant challenge for students, particularly in applying theoretical knowledge to real-world scenarios. This study investigated the flip-lab approach to enhance integrated science process skills (ISPS) in physics learning, focusing on Gas Laws topics. Using a quasi-experimental design, two (2) Grade 10 sections from Mayha National High School were randomly assigned to either the flip-lab or traditional instruction group. The Flip-Lab intervention incorporated pre-class instructional materials, take-home lab kits, customized lab manuals, and guided questions designed to strengthen students' scientific reasoning and inquiry skills. Pretest-posttest ISPS outcomes were compared using ANCOVA, while independent t-tests confirmed baseline comparability. Results indicated that the developed lab manual for flip-lab was overall very satisfactory across content, format, presentation, and organization, as well as accuracy and up-to-dateness of information. Furthermore, its implementation led to a significant improvement in students' ISPS scores (p = 0.006; F = 8.336) scores compared to traditional instruction. This demonstrates the effectiveness of the flip-lab approach in developing essential scientific skills, particularly in ISPS, offering a scalable model for improving physics education and preparing students for complex, real-world problem-solving.
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