Beyond Boundaries: Assessment of Writing Performance of Students in a Modified Flipped Classroom at Dugong National High School

Abstract

Writing is a core academic skill that requires clarity, organization, and creativity, and innovative approaches. The flipped classrooms are increasingly being explored to enhance students’ writing performance. With this regard, the study aimed to assess the writing outputs of Grade 8 students at Dugong National High School after exposure to a modified flipped classroom strategy using multimodal pre-class resources. Specifically, it sought to evaluate students’ performance in informative, descriptive, and argumentative essays. The study employed a quantitative-descriptive research design where students engaged with pre-class materials delivered through printed texts, audio recordings, and video presentations prior to in-class activities. Their written outputs were assessed using a rubric measuring clarity, organization, depth, language use, and word count. Descriptive statistics, particularly mean scores, were applied in the analysis. Results revealed an overall composite mean of 88.59, corresponding to a “Very Satisfactory” performance. Word Count and Language and Mechanics consistently obtained the highest scores across all essay types, indicating strong fluency and grammatical accuracy. Descriptive essays reflected effective use of sensory details and imagery, while argumentative essays showed strength in supporting evidence and reasoning. However, lower scores were recorded in Depth of Explanation for informative essays and in Counterargument and Refutation for argumentative essays, pointing to areas where critical analysis and perspective-taking need further improvement. These findings suggest that a modified flipped classroom strategy supported by multimodal pre-class resources can effectively enhance students’ writing skills, particularly in fluency, organization, and argumentation. To maximize its benefits, future applications may integrate targeted instruction on critical thinking and analytical writing. Overall, the study affirms the value of differentiated and autonomous learning in improving the academic writing performance of secondary students.