Flipped Classroom: Its Effect on Students’ Performance and Experiences in Learning Cha-Cha-Cha Dance
DOI:
https://doi.org/10.65339/ijsis.V1.I4.261Keywords:
Cha-Cha-Cha Dance, Dance Performance, Grade 9, Learning Experiences, MAPEH Instruction, Micro-Flipped Classroom, Technology-Integrated InstructionAbstract
This study examined the effectiveness of the Micro-flipped Classroom Approach in improving Grade 9 students’ Cha-Cha-Cha dance performance and learning experiences at Bankal National High School, Lapu-Lapu City, during the school year 2025–2026. Using a one-group pretest–posttest design, the study involved 40 students selected through cluster sampling and a four-week intervention combining instructional videos with guided classroom practice. Data were collected using a validated dance performance rubric, a learning-experience questionnaire, and semi-structured interviews and were analyzed through descriptive statistics, a paired-samples t-test, and thematic analysis. Results revealed substantial improvement in students’ overall performance, progressing from Developing (M = 1.77) to Advanced Mastery (M = 3.52). Total performance scores increased from 7.10 to 14.07, indicating a statistically significant difference (t = −20.18, p < .001). Three major themes emerged: Drivers of Positive Learning, Improved Focus, and Promotes Passion and Active Engagement. The findings indicated that the approach was associated with improved dance competencies, motivation, confidence, and classroom participation. Consequently, integrating the proposed enhanced lesson plan into MAPEH instruction was recommended to strengthen performance-based learning. However, the single-school sample and absence of a comparison group limited generalizability and causal interpretation. The study contributed context-specific evidence supporting technology-integrated dance instruction and offered practical guidance for improving instructional strategies, student engagement, and skill development in Physical Education.
References
Arandallo, J. C. H., & Solomon, J.-A. Y. (2025). Development of multimedia instructional tool on basic T’boli dance steps for Grade 12 senior high school. Psychology and Education: A Multidisciplinary Journal, 35(6), 676–685. https://doi.org/10.70838/pemj.350606 DOI: https://doi.org/10.70838/pemj.350606
Bierer, S. B., Dallaghan, G. B., Borges, N. J., Brondfield, S., Fung, C. C., Huggett, K. N., Teal, C. R., Thammasitboon, S., & Colbert, C. Y. (2025). Moving beyond simplistic research design in health professions education: What a one-group pretest-posttest design will not prove. MedEdPORTAL, 21, Article 11527. https://doi.org/10.15766/mep_2374-8265.11527 DOI: https://doi.org/10.15766/mep_2374-8265.11527
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications. https://www.sagepub.com/shop/buy-a-book/thematic-analysis-1-248481 DOI: https://doi.org/10.53841/bpsqmip.2022.1.33.46
Carey, N., Simonton, K. L., & Byra, M. T. (2023). Using a flipped classroom to improve student analysis and feedback to peers in the reciprocal style of teaching. Journal of Physical Education, Recreation & Dance, 94(7), 35–39. https://doi.org/10.1080/07303084.2023.2237551 DOI: https://doi.org/10.1080/07303084.2023.2237551
Clinton-Lisell, V., & Litzinger, C. (2024). Is it really a neuromyth? A meta-analysis of the learning styles matching hypothesis. Frontiers in Psychology, 15, Article 1428732. https://doi.org/10.3389/fpsyg.2024.1428732 DOI: https://doi.org/10.3389/fpsyg.2024.1428732
Congson, C., & Buot, I. (2026). Video-based instruction among junior high school students in learning Philippine folk dances. Psychology and Education: A Multidisciplinary Journal, 59(6), 807–821. https://doi.org/10.70838/pemj.590609 DOI: https://doi.org/10.70838/pemj.590609
Del Rosario, P. R. D. (2024). SambaFest dancercise video and learners’ performance in physical education. Psychology and Education: A Multidisciplinary Journal, 23(7), 934–942. https://doi.org/10.5281/zenodo.13310581
Department of Education. (2020). Adoption of the Basic Education Learning Continuity Plan for school year 2020–2021 in light of the COVID-19 public health emergency (DepEd Order No. 012, s. 2020). https://www.deped.gov.ph/wp-content/uploads/2020/06/DO_s2020_012-1.pdf
Department of Education–Schools Division of Lapu-Lapu City. (n.d.). Schools. https://depedlapulapu.net.ph/schools/
Dimarucot, H. C. (2022). A flipped learning model in a college physical education dance course: A non-experimental design. International Journal of Human Movement and Sports Sciences, 10(2), 264–272. https://doi.org/10.13189/saj.2022.100217 DOI: https://doi.org/10.13189/saj.2022.100217
Doo, M. Y., & Park, Y. (2024). Pre-class learning analytics in flipped classroom: Focusing on resource management strategy, procrastination and repetitive learning. Journal of Computer Assisted Learning, 40(3), 1231–1245. https://doi.org/10.1111/jcal.12946 DOI: https://doi.org/10.1111/jcal.12946
Ferriz-Valero, A., Østerlie, O., Penichet-Tomas, A., & Baena-Morales, S. (2022). The effects of flipped learning on learning and motivation of upper secondary school physical education students. Frontiers in Education, 7, Article 832778. https://doi.org/10.3389/feduc.2022.832778 DOI: https://doi.org/10.3389/feduc.2022.832778
Ghorbel, A., Trabelsi, O., Yaakoubi, M., Souissi, M. A., & Gharbi, A. (2025). Flipped classroom approach for gymnastics learning in physical education: A quasi-experimental study. International Journal of Sports Science & Coaching, 20(1), 300–312. https://doi.org/10.1177/17479541241301382 DOI: https://doi.org/10.1177/17479541241301382
Global Education Monitoring Report Team. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO. https://doi.org/10.54676/UZQV8501 DOI: https://doi.org/10.54676/UZQV8501
Herrmann, N. (1991). The creative brain. The Journal of Creative Behavior, 25(4), 275–295. https://doi.org/10.1002/j.2162-6057.1991.tb01140.x DOI: https://doi.org/10.1002/j.2162-6057.1991.tb01140.x
Hsia, L.-H., Hwang, G.-J., & Lin, C.-J. (2022). A WSQ-based flipped learning approach to improving students’ dance performance through reflection and effort promotion. Interactive Learning Environments, 30(2), 229–244. https://doi.org/10.1080/10494820.2019.1651744 DOI: https://doi.org/10.1080/10494820.2019.1651744
Jeisy, E. (2026). Assessing student dance performance in physical education teacher education: A student–expert comparison of analytic rubric scoring and adaptive comparative judgment. Frontiers in Education, 11, Article 1988290. https://doi.org/10.3389/feduc.2026.1988290 DOI: https://doi.org/10.3389/feduc.2026.1988290
Jiménez Sierra, Á. A., Ortega Iglesias, J. M., Cabero-Almenara, J., & Palacios-Rodríguez, A. (2023). Development of the teacher’s technological pedagogical content knowledge (TPACK) from the lesson study: A systematic review. Frontiers in Education, 8, Article 1078913. https://doi.org/10.3389/feduc.2023.1078913 DOI: https://doi.org/10.3389/feduc.2023.1078913
Kent State University. (2026, July 21). Paired samples t test. SPSS Tutorials. https://libguides.library.kent.edu/SPSS/PairedSamplestTest
Lelinge, B. (2023). Teachers’ experiences of the potential of flipped classrooms: A research study of dance movements including students with different educational needs. International Journal of Progressive Education, 19(6), 66–82. https://doi.org/10.29329/ijpe.2023.615.5 DOI: https://doi.org/10.29329/ijpe.2023.615.5
Li, S., Fu, W., Liu, X., & Hwang, G.-J. (2025). Effectiveness of flipped classrooms for K–12 students: Evidence from a three-level meta-analysis. Review of Educational Research, 95(5), 929–971. https://doi.org/10.3102/00346543241261732 DOI: https://doi.org/10.3102/00346543241261732
Lin, Y.-N., Hsia, L.-H., & Hwang, G.-J. (2022). Fostering motor skills in physical education: A mobile technology-supported ICRA flipped learning model. Computers & Education, 177, Article 104380. https://doi.org/10.1016/j.compedu.2021.104380 DOI: https://doi.org/10.1016/j.compedu.2021.104380
Liu, K., Hao, Z., Chen, J., Wu, Q., Jin, W., Pan, Y., & Zhang, X. (2025). Impact of flipped classroom instruction on brain-mediated motor skill performance in university students: A systematic review and meta-analysis. Brain Sciences, 15(5), Article 501. https://doi.org/10.3390/brainsci15050501 DOI: https://doi.org/10.3390/brainsci15050501
Lobo, J., Tanucan, J. C., Camarador, R., Azim, A., Setiawan, E., Arao, H. F., & Fernando, L. (2025). Revolutionizing dance education through the assessment of online videoconferencing to increase participation in dance: Learning Philippine traditional dances. Empirical Studies of the Arts, 43(2), 1070–1096. https://doi.org/10.1177/02762374241288701 DOI: https://doi.org/10.1177/02762374241288701
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x DOI: https://doi.org/10.1177/016146810610800610
Østerlie, O., Sargent, J., Killian, C., Garcia-Jaen, M., García-Martínez, S., & Ferriz-Valero, A. (2023). Flipped learning in physical education: A scoping review. European Physical Education Review, 29(1), 125–144. https://doi.org/10.1177/1356336X221120939 DOI: https://doi.org/10.1177/1356336X221120939
Sablan, J. R., & Prudente, M. (2022). Traditional and flipped learning: Which enhances students’ academic performance better? International Journal of Information and Education Technology, 12(1), 54–59. https://doi.org/10.18178/ijiet.2022.12.1.1586 DOI: https://doi.org/10.18178/ijiet.2022.12.1.1586
Schmid, M., Brianza, E., Mok, S. Y., & Petko, D. (2024). Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK). Computers & Education, 214, Article 105024. https://doi.org/10.1016/j.compedu.2024.105024 DOI: https://doi.org/10.1016/j.compedu.2024.105024
Shang, R., & Attan, S. A. (2024). Examining the impact of the flipped classroom model on student engagement and academic performance in college dance theory courses. International Journal of Advanced and Applied Sciences, 11(9), 112–120. https://doi.org/10.21833/ijaas.2024.09.012 DOI: https://doi.org/10.21833/ijaas.2024.09.012
Tamiolaki, A., Goulimaris, D., & Pitsi, A. (2024). Children performance evaluation rubric in Greek dance. Reliability of scores. Research in Dance Education. Advance online publication. https://doi.org/10.1080/14647893.2024.2346499 DOI: https://doi.org/10.1080/14647893.2024.2346499
Visande, J. V. S., & Losañes, S. P. (2025). Development and validation of instructional videos on Philippine folk dance basic terms and students’ performance in physical education. International Journal of Research and Innovation in Social Science, 9(3S), 2627–2655. https://doi.org/10.47772/IJRISS.2025.903SEDU0203 DOI: https://doi.org/10.47772/IJRISS.2025.903SEDU0203
Wohlfart, O., & Wagner, I. (2023). Teachers’ role in digitalizing education: An umbrella review. Educational Technology Research and Development, 71(2), 339–365. https://doi.org/10.1007/s11423-022-10166-0 DOI: https://doi.org/10.1007/s11423-022-10166-0
World Health Organization. (2022). Global status report on physical activity 2022. https://www.who.int/publications/i/item/9789240059153
Wu, Q., Han, Z., Hao, Z., Chen, J., & Pan, Y. (2025). Impact of flipped classroom method in physical education on the intrinsic motivation, self-efficacy, and learning satisfaction: A meta-analysis. PLOS ONE, 20(5), Article e0324609. https://doi.org/10.1371/journal.pone.0324609 DOI: https://doi.org/10.1371/journal.pone.0324609
Yip, P. K., Cheng, L., & Cheung, P. (2023). The association of children's motivation and physical activity levels with flipped learning during physical education lessons. European Physical Education Review, 29(4), 601–618. https://doi.org/10.1177/1356336X231170990 DOI: https://doi.org/10.1177/1356336X231170990
Zhang, M., & Fang, X. (2022). Exploring university EFL teachers’ technological pedagogical content knowledge and teacher efficacy in technology-integrated flipped classroom. SAGE Open, 12(3). https://doi.org/10.1177/21582440221116105 DOI: https://doi.org/10.1177/21582440221116105
Downloads
Published
Issue
Section
License
Copyright (c) 2026 K-annie Marie M. Sayon (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain copyright and grant the journal the right of first publication. All articles are published under the Creative Commons Attribution 4.0 International (CC BY 4.0) License. This license permits use, sharing, adaptation, distribution, and reproduction in any medium or format, including for commercial purposes, provided that appropriate credit is given to the original author(s) and the journal, a link to the license is provided, and any changes made are indicated.
