INTRODUCTION 

The cycle of Mathematics learning showed that a positive attitude towards Mathematics increases motivation, leading to active engagement in learning and higher achievement (Kennedy, 2019). Among Filipinos, attitude towards mathematics is moderately positive or fair (Silao, 2018). Furthermore, Filipino students lack motivation in mathematics. High levels of extrinsic motivation with high test anxiety levels are also observed (Adao et al., 2015). Given these problems with attitude and motivation in a mathematics class, poor student engagement follows. Improving attitude, motivation, engagement, and achievement in Mathematics can be done through appropriate teaching-learning pedagogies. Siegle (2013) stated that changing the way classroom instruction is delivered, not solely with new technology, can improve student’s mathematics achievement and other factors affecting it. 

 The team-based flipped classroom (TBFC) is a student-centered flipped classroom strategy and a highly structured type of cooperative learning (River et al., 2016). Instructions are delivered in a flipped model, while class sessions are done through the phases of team-based learning. TBL has three phrases: Phase 1, advanced assignment through a flipped classroom model; Phase 2, readiness assurance tests for both individual and team; and Phase 3, application of course concepts (Kim et al., 2016).  

 This study investigated the effects of TBFC on students’ attitude (i.e., self-confidence, value, and enjoyment), motivation (i.e., intrinsic goal orientation, extrinsic goal orientation, task value, control beliefs for learning, self-efficacy, and test anxiety), engagement (i.e., behavioral, emotional, cognitive, and social), and achievement compared to the conventional classroom (CC). It also analyzed its effects on students with different achievement levels and determined which among the aforementioned student variables predict achievement. The study used a combination of quantitative, Matching-Only Pretest-Posttest Control Group Design, and qualitative approaches. 

DISCUSSION OF RESULTS

Table 1 shows that students exposed to the TBFC had significantly higher positive attitudes towards mathematics than those exposed to the conventional classroom, t(51) = -2.53, p = .015. They also had higher levels of self-confidence and value.

Table 2 reveals that TBFC students had higher levels of engagement compared to CC students, t(51) = -2.15, p = .036. Analyzing the four domains of engagement, TBFC students only showed higher levels of emotional engagement.

Furthermore, students exposed to the TBFC had higher achievement test scores than students exposed to the conventional classroom, t(51) = -2.03, p = .048. In comparing the effect of the team-based flipped classroom on learners with different levels, outstanding learners showed higher cognitive engagement levels.

The path diagram revealed that attitude, motivation, and engagement had a significant relationship with each other. Attitude is a weak positive predictor of achievement,

β𝛽

= .10, p = .742, while motivation is a weak negative predictor of achievement,

β𝛽

= -.15, p = .584. Among the three (3) independent variables, only engagement significantly predicted achievement,

β𝛽

= .50, p = .028.

The qualitative themes generated were (1) Advanced assignments boost self-confidence; (2) Team sharing equates team enjoyment; (3) “We can do it!” Drive; (4) Review online, prepare big time; and (5) Sharing means engaging.

CONCLUSION AND RECOMMENDATIONS

Results revealed that students exposed to TBFC had significantly higher positive attitudes towards mathematics, higher levels of engagement, and higher achievement test scores than CC students. TBFC students also had higher levels of self-confidence, value, and emotional engagement. Among TBFC students, outstanding students showed higher levels of cognitive engagement. Furthermore, the path diagram revealed that attitude, motivation, and engagement are interrelated. Only engagement significantly predicted achievement. Qualitative themes reflected that advanced assignments boost self-confidence, team sharing equates team enjoyment, TBFC has the “we can do it!” drive, reviewing online prepares big time, and sharing means engaging.

Based on the findings of the study, the researcher recommends that the Department of Education may:

• Launch an online educational platform or an offline database in mathematics education where advanced assignment resources can be uploaded;
• Conduct pedagogical training on applying TBFC in blended classrooms; and
• Strengthen programs on instructional material designing using TBFC as a blended approach.