Using Lesson Playlist through Schoology-Based Flipping the Classroom (FTC) approach in Enhancing STEM Students' Performance in General Biology 1

The emphasis in today's classroom is now placed on the dynamic learning experiences of the students where they construct their perspective of knowledge with the guidance of the teacher. This shift is primarily due to the emergence of new pedagogies, new technologies, and new theories that all impact teaching and learning. This research examines the impact of using lesson playlist through Schoology-Based Flipping the Classroom (FTC) approach in enhancing the academic performance of Grade 12 STEM students' in the general biology course of Colegio San Agustin Makati AY 2019-2020, Metro Manila Philippines. This study involved three classes of grade 12 students, namely 12C- Honors class (33 students), 12D- Average class (37 students) and 12E-Average class (35 students) taking general biology 1 course. Data were collected from the lesson playlist output in Schoology. The data included pretest and posttest results, summative test results, teacher journals, personal observations, take-home tasks completion rates, and survey questionnaires after lesson playlist integration. The findings showed favorable results on student learning in the areas of test scores, student engagement, and enjoyment, collaboration in their learning circles, productivity and enthusiasm, creativity and students become more responsible for their learning. Thus, the results of this action research investigation indicated that incorporating lesson playlist elements in Schoology and other forms of technology into scaffolding the lessons can be an effective way to increase students' engagement and motivation resulting from improving student performance.