UTILIZATION OF FLIPPED CLASSROOM STRATEGY IN COLLEGE OF TEACHER EDUCATION IN PANGASINAN STATE UNIVERSITY LINGAYEN CAMPUS

Abstract

The flipped classroom model, an innovative pedagogical approach, shifts instructional delivery outside class hours while emphasizing interactive activities during class. This study explores its utilization among faculty members in the College of Teacher Education at Pangasinan State University Lingayen Campus during the second semester of the 2023–2024 academic year. Using a descriptive survey design, data were gathered from 49 faculty respondents via a structured questionnaire. The study examined faculty profiles, the extent of flipped classroom use, challenges faced, and relationships among these variables. Most respondents were young adult females, single, with doctoral degrees, 6–10 years of teaching experience, and held the rank of Instructor I. They actively participated in international seminars. The flipped classroom strategy was highly utilized (mean = 3.87), promoting student engagement and improved learning outcomes. Challenges in implementation were moderately serious (mean = 3.10). Significant relationships were found between international seminar attendance and the utilization of “Lesson Proper and Instructional Activities” and “Assessment of Learning Outcome.” Additionally, sex and employment status influenced teaching practices. No significant link was found between utilization and challenges encountered. Recommendations include enhancing professional development, fostering gender-inclusive practices, supporting part-time faculty, and strengthening institutional support. The study highlights the need to align faculty development and resources with flipped classroom implementation.