@article{article_334040, title={METHODS OF GROUPING IN A FLIPPED CLASSROOM MODEL: EFFECTS ON STUDENTS’ ACHIEVEMENT IN DIFFERENTIAL CALCULUS}, journal={The Eurasia Proceedings of Educational and Social Sciences}, volume={4}, pages={232–241}, year={2016}, author={Salazar, Douglas A.}, keywords={Salazar’s grouping method,flipped classroom,small group method}, abstract={<p class="2011-1" style="margin:0cm;margin-bottom:.0001pt;mso-para-margin-top: 0cm;mso-para-margin-right:0gd;mso-para-margin-bottom:0cm;mso-para-margin-left: 0gd;mso-para-margin-bottom:.0001pt"> <span style="font-size:10.0pt;mso-bidi-font-style: italic">This study aimed to raise the achievement level of students in Differential Calculus using Direct Instruction with Salazar’s Grouping Method in a flipped classroom and Small Group Method. The quasi-experimental method of research was used. The study also employed qualitative and quantitative analysis relative to data generated by the Achievement Test and Math journal with follow-up interview. Within the framework of the limitations of the study, both methods of grouping revealed a significant increase on the gain scores within each  group but no significant difference was obtained between groups (control and experimental). However, a slight difference of mean gain scores in the Achievement Test was revealed in favor to the experimental group. Moreover, qualitative assessments showed that both grouping methods develops self-confidence, encourages effective communication and facilitates exchange of ideas towards a common goal. The students from both groups were in favor with the sequence of the presentation of the lesson, especially with the incentives given. <o:p> </o:p> </span> </p>}, publisher={ISRES Publishing}