Utilization of Flipped Videos in Teaching Araling Panlipunan and Test Scores among Grade 7 Students

The present Filipino learners are digitally literate, which makes them less interested in long lectures, like the traditional approach in teaching Araling Panlipunan, resulting in cognitive overload and underachievement. This study assessed the transformative potential of the flipped classroom model, utilizing asynchronous “flipped videos” to reclaim classroom time for active, higher-order engagement. A quasi-experimental crossover design was used to verify the approach with two intact Grade 7 classes at Mambajao National High School in DepEd-Camiguin. With observance of the research protocols and appropriate statistical tools, the findings showed that, among the respondents, males have a slightly higher count, the majority of them are in families with at least two siblings, and more than half are in poor families. The findings revealed that the test scores of the participants in the treatment significantly increased by 53.92 percent in the first cycle, with a large effect size, and by 33.93 percent in the second cycle, with a moderate effect size. The data suggested that flipped videos stand as a powerful socio-economic equalizer since the test scores of the participants did not differ when grouped by sex, household size, and family monthly income. This indicates that the intervention, the flipped videos, neutralized the traditional learning barriers when grouped by explanatory variables. These significant improvements in the test scores of the participants underscored a shift in learner trajectory since students embraced the approach of “pause and replay” of the complex historical concepts. These results provide a compelling, data-driven mandate for the Department of Education to institutionalize blended learning strategies that foster both instructional equity and academic excellence in social studies.