THE DEVELOPMENT OF FLIPPED CLASSROOM WITH MICROLEARNING MODEL TO ENHANCE MEDIA LITERACY OF LOWER SECONDARY SCHOOL STUDENTS

Abstract

The contemporary society is characterized by complex information and pervasive media influences that significantly affect youth. This research aimed to: 1) Study and analyze the components of a learning management model based on the flipped classroom concept integrated with microlearning to enhance media literacy skills among lower secondary school students; 2) Develop the proposed learning management model; and 3) Evaluate the effectiveness of the developed model. The study employed a research and development (R&D) approach. The sample consisted of 30 Grade 8 students, selected through simple random sampling using the classroom as the sampling unit. The researcher chose Grade 8 students because their developmental stage was appropriate and aligned with the developed instruments. The research instruments included lesson plans, an achievement test, a media literacy skills assessment, and a satisfaction questionnaire. The research process was conducted in three phases: needs analysis, design and development, and effectiveness evaluation. Data were analyzed using mean, standard deviation, and t-test.
The findings revealed that: 1) The model emphasized pre-class content learning through short media and active learning activities in the classroom to develop four aspects of media literacy skills; 2) The developed learning model was appropriate and met quality criteria; and 3) Students’
post-learning achievement was significantly higher than pre-learning achievement at the .05 level, their media literacy skills improved, and their satisfaction with the model was at a high level. In conclusion, the learning management model effectively enhances essential 21st-century skills and improves students’ academic achievement.