Lived Experience of Grade 8 Students in a Flipped Mathematics Classroom: A Qualitative Inquiry

Aims: The purpose of this study was to investigate the lived experiences of Grade 8 learners using the flipped classroom model in mathematics, particularly their engagement, attitudes, and learning behaviors. Study Design: This study employed a qualitative research design, utilizing student interviews as the primary data collection method. This model facilitated the exploration of students’ perceptions, emotions, and behaviors in response to the flipped classroom. Place and Duration of Study: The study was conducted at Dawan National High School in Mati City, Davao Oriental, Philippines, during the third quarter of the 2024–2025 school year. Methodology: The research used a qualitative design. Data were collected using focus group discussions (FGDs) and in-depth interviews (IDIs) with ten selected students at Dawan National High School during the third quarter of the 2024–2025 school year. A semi-structured questionnaire was validated by subject matter experts and used to provide clarity, relevance, and alignment of questions with the study's objectives. Using Braun and Clarke’s six-step thematic analysis, the following are the key themes: Self-Directed Learning and Independence, Cognitive Growth, Emotional and Psychological Challenges, Time Management and Discipline, Motivation and Confidence, and Mixed Effects. To check accuracy, findings were returned to the students for feedback. Ethical standards, including informed consent and participant confidentiality, were strictly adhered to in this study. Results: Findings revealed that many students in the flipped classroom felt more motivated, confident, and in control of their learning. They appreciated having access to instructional materials in advance, which allowed them to learn at their own pace and come to class better prepared. This pre-class exposure fostered deeper engagement and the development of critical thinking skills. These changes align with earlier findings that indicate flipped classrooms enhance student interaction and foster deeper thinking (McCoy, 2020). Some students found the flipped setup challenging, especially those who struggled with time management, staying focused, or independent learning. These struggles were more evident in students whose learning styles did not align with the method. Gender did not significantly shape the themes; however, a few female students noted a connection between being organized and performing better in math. The flipped class helped build 21st-century skills like self-regulation, motivation, and clear communication. It made learning more personal and student-centered. However, it still depends on how ready students are and the level of support they receive. The findings emphasize the importance of adopting flexible and inclusive approaches to support all learners in achieving success. Conclusion: The flipped classroom has considerable potential when carefully applied, accompanied by sufficient encouragement, scaffolding, and differentiation, although it may not be universally successful. Teachers must ensure that students have the necessary tools and resources to succeed in a learner-centered environment, thereby maximizing their impact. Future applications should prioritize adaptable, student-responsive strategies that promote both academic achievement and individual development.