Here is a presentation script for your action research titled:
"A Study on the Flipped Classroom: Innovative Learning Strategy in Improving Learner’s
Performance and Engagement in Accounting Subject"
This script is written for a research panel defense, using clear transitions, concise points, and
academic tone.
🎤 RESEARCH PRESENTATION SCRIPT
[Slide 1: Title Slide]
Presenter:
Good day, respected panel members. We are pleased to present our action research titled,
“A Study on the Flipped Classroom: Innovative Learning Strategy in Improving Learner’s
Performance and Engagement in Accounting Subject.”
This study was conducted at Pilar College of Zamboanga City, focusing on Grade 10 TLE-
Accounting students.
[Slide 2: Context and Rationale]
Presenter:
The traditional classroom model has long been dominant in education, but in our experience
teaching TLE-Accounting, I observed low student engagement and performance. Accounting is
a technical and analytical subject, and students often struggle with its complex principles. To
address this, we explored the flipped classroom model—where students study content at home
through videos, and class time is used for discussions and activities.
Research supports this strategy. Lubbe (2016) found that flipped classrooms motivate students
to learn at their own pace. Mason (2012) and González-Gómez et al. (2016) also reported
increased satisfaction, cooperation, and improved study habits.
[Slide 4: Methodology]
Presenter:
We used a quasi-experimental design with two Grade 10 sections:
G10-Humility (Experimental group – Flipped Classroom)
G10-Peace (Control group – Traditional Classroom)
Each group had 43 students. We administered pre- and post-tests and ensured that both groups
had the same content and teacher. The only difference was in instructional delivery.
[Slide 5: Research Instrument & Validity]
Presenter:
We developed a multiple-choice test using CPA-authored materials. It was validated by a
licensed CPA, Mr. Khalid Suaib, and pilot-tested for reliability. For analysis, we used SPSS,
applying descriptive statistics and paired sample t-tests to determine significance.
[Slide 6: Results – Pre-Test]
Presenter:
The pre-test results showed no significant difference between the experimental group (Mean =
15.09) and the control group (Mean = 13.37), with a p-value of 0.120. This confirmed that both
groups started with comparable performance levels before the intervention.
[Slide 7: Results – Post-Test]
Presenter:
After the intervention, the experimental group scored a higher mean of 28.27, compared to the
control group’s 24.97. The p-value was 0.027, indicating a statistically significant improvement
in the flipped classroom group. This suggests that the flipped method positively impacted
student performance.
[Slide 8: Discussion of Results]
Presenter:
Our findings are supported by the works of Asad et al. (2022) and Lee & Lai (2017), who found
that flipped classrooms promote 21st-century skills, including self-direction and critical
thinking. Our own students reported greater understanding and confidence, and we observed
higher classroom participation.
[Slide 9: Conclusion]
Presenter:
To conclude, the flipped classroom is an effective strategy for improving both performance and
engagement in accounting. It provides students with flexibility, supports diverse learning styles,
and transforms the classroom into a collaborative space.
[Slide 10: Recommendations]
Presenter:
We recommend the following:
Integration of flipped classroom strategies in TLE and other subjects.
Seminars and training for teachers to build skills in content creation.
Further studies to test its long-term effects and potential across other disciplines.
[Slide 11: Action Plan & Dissemination]
Presenter:
Our next step is to present this study to our school administration and colleagues. We plan to
conduct seminars and workshops to help other educators implement the flipped classroom
model effectively. If results remain consistent, the strategy can be expanded across the
curriculum.
[Slide 12: Thank You]
Presenter:
Thank you for your time and attention. We are now ready to answer your questions.
Would you like a PowerPoint version of this script or a printable copy for distribution?
Based on your uploaded action research document titled "A Study on the Flipped Classroom:
Innovative Learning Strategy in Improving Learner’s Performance and Engagement in
Accounting Subject," here are some likely questions your research panel may ask, grouped by
theme, along with tips on how to answer them:
🔍 A. Research Rationale & Context
1. Why did you choose the flipped classroom approach for Accounting specifically?
Tip: Emphasize that Accounting is content-heavy, and students often find traditional
methods passive and difficult to follow. The flipped classroom allows for more active,
student-centered learning and class time for application. As a teacher, DF
2. What student challenges did you observe that prompted this study?
Tip: Mention low engagement, lack of retention, and poor performance in traditional
settings, as supported by your pre-test results and classroom observations.
📊 B. Methodology
3. How did you ensure that both groups were treated fairly aside from the teaching method?
Tip: Highlight that both groups had the same content, schedule, teacher, and assessment tools.
Only the delivery mode differed.
4. How was your test validated?
Tip: Refer to Mr. Khalid Suaib, a licensed CPA, who reviewed and validated the test questions
based on CPA-authored materials. Also mention the pilot testing you conducted.
5. Why did you use a quasi-experimental design and not a purely experimental one?
Tip: Explain that due to ethical and logistical reasons in a school setting, random assignment
was not possible, so existing sections were used as intact groups. They are particularly useful in
evaluating interventions in real-world settings, such as educational programs or policy changes
📈 C. Results & Data Analysis
6. How do you explain the significant improvement in the experimental group’s performance?
Tip: Attribute this to the flexibility and accessibility of video content, more time for hands-on
learning in class, and better engagement during classroom discussions.
7. What was the basis of determining significance in your data?
Tip: Point to your use of a paired sample t-test and the p-value (0.027) which is below 0.05,
indicating statistically significant results.
📚 D. Learning Engagement
8. How did you measure student engagement?
Tip: You can say that engagement was assessed through observation checklists, participation in
class activities, and anecdotal student feedback about the flipped setup.
9. Were there students who did not benefit from the flipped classroom? If so, how did you
address it?
Tip: Acknowledge that a few students struggled initially with the self-paced model or had device
limitations, which were mitigated by lending USB drives or providing time during class to access
videos.
📤 E. Implications and Application
10. What are your next steps in implementing this strategy on a wider scale?
Tip: Refer to your Action Plan in the research: training other teachers, presenting findings to the
school leadership, and gradually expanding the approach to other subjects.
11. Can this strategy work in subjects other than Accounting?
Tip: Yes, mention that flipped learning has shown effectiveness in Math, Science, and even
Language subjects. The model is adaptable to different content areas.
🧠 F. Theoretical Foundation and Limitations
12. What learning theories support the flipped classroom model?
Tip: Mention constructivism and social learning theory — both support active, student-
centered learning, and peer collaboration.
13. What were the limitations of your study?
Tip: Point out limitations such as the short duration of implementation, possible technological
barriers, and the use of only two sections. Recommend longer-term studies and more varied
contexts.
Would you like a one-page cheat sheet or Q&A reviewer based on this list for easier rehearsal?