Influence of Flipped Learning Approach on Students’ Mathematical Skills in Statistics Versus Teacher-Centered Approach

This study employed a combination of experimental and descriptive research designs to investigate the effectiveness of the Flipped Learning Approach compared to the traditional Teacher-Centered Approach in enhancing students’ mathematical skills in Statistics. The participants were purposively selected from second- and third-year Bachelor of Secondary Education (BSEd) Mathematics students at Mindanao State University – Lanao del Norte Agricultural College. Data were analyzed using frequency and percentage distribution, weighted mean, and t-test to evaluate demographic profiles, performance outcomes, and learning experiences. The study revealed that most respondents were female, approximately 20 years old, and had a general weighted average (GPA) of 1.5. Results showed that both teaching approaches positively influenced students’ performance in Statistics, with improvements observed in engagement, motivation, and comprehension. However, the Flipped Learning Approach demonstrated slightly higher effectiveness. Respondents exposed to the flipped model recorded grand weighted means of 4.50 for engagement, 4.19 for motivation, and 4.37 for comprehension—interpreted as a high level of agreement. Meanwhile, those under the teacher-centered method recorded means of 4.06, 4.19, and 4.08, respectively. Furthermore, the perceived strengths of the Flipped Learning Approach were rated at a mean of 4.27, while its weaknesses, such as difficulties in self-directed learning, were rated at 3.62. These findings suggest that while flipped learning enhances student performance, it requires adequate support structures to address learners’ varying levels of independence and preparedness. Overall, the study concludes that the Flipped Learning Approach significantly improves students’ mathematical skills, engagement, and interest in learning Statistics. It is therefore recommended for integration into higher-level mathematics instruction to promote active participation, critical thinking, and deeper understanding.