The document discusses research being conducted on the effectiveness of flipped learning in improving student performance in an English course at San Francisco de Quito High School in Ecuador. It presents the research problem of course content being teacher-centered as the main issue. The objectives are to improve teaching techniques using flipped learning to increase student learning potential and effectiveness. The study will compare student performance between a control group receiving traditional teacher-centered instruction and an experimental group receiving partially flipped learning instruction.

1. UNIVERSIDAD DE LAS FUERZAS ARMADAS ESPE
DEPARTMENT OF HUMAN AND SOCIAL SCIENCES
LINGUISTICS PROGRAM
Collaborative work
“The flipped learning effectiveness in flipping third percent of the course
content attending the third bachillerato of San Francisco de Quito High
school in Quito city, Province of Pichincha the first trimester, 2017 – 2018
school year”.
Group members
CHICA PALADINES LISETH
CHUVA VALENTINA
Sangolqui, 2017

2. Part One
Researchproblem
Example: “The flipped learning effectiveness in flipping third percent of the course
content attending the third bachillerato of San Francisco de Quito High school in Quito
city, Province of Pichincha the first trimester, 2017 – 2018 school year”.
1.1 The identification of the problem
For identifying your research problem, please use the tree-technique,
 What is the main problem?
 What are the causes?
 What are the effects?
Course content is teacher-centered
Cause1
Teacher talks more
than all students
combined
Cause2
Rules are made and
enforced by teacher
Cause3
Teachers are
gatekeeper
Effect 1
Inadequate
development of
linguistic skills.
Effect 2
Students cannot
reinforceclass norms
and culture among
themselves
Effect 3
Students cannot
improve their
cognitiveprocess
Effect 1.1
The student’s can´t
communicate in
English.
Effect 2.1
Difficultto know
students’ needs and
interest
Effect 3.1
Students do not have
voiceor choice.
Cause1.1
Student talk is direct
at teacher
Cause2.1
Teacher decides what
students learn and
when
Cause3.1
Teacher is responsible
for knowing and
approvingall answers

3. TEACHER CENTERED
The main goal of teaching always has been learning. In teaching centered the goals has
become in cover the discipline. For many years, teachers taught and students were
responsible for learning the material. It was the students’ responsibility to acquire the
knowledge for success, and the primary concern of the teacher was to impart the
knowledge. In the following paper we are going to explain some causes and effects that
teacher-centered produce.
First, teacher centered learning focus on the teacher. Teacher is who talks while students
are expected to listen. The knowledge is transmitted from the teachers to the students,
students work alone about a topic chose by teacher. And the evaluation of learning is
separate. Teacher is the person who imparts the information and transmits the structured
knowledge having students-teacher interaction.
In this case students cannot talk in classroom without teacher’s authorization.
Classroom is orderly and the teacher will be in full control of the classroom due to the
students remaining quiet, however Communication skills may be affected in some
students because since they work alone, they do not get to collaborate with others in the
class.
The order of organization of the curriculum is a course in a catalog, and the course
structure must cover all the topics. So teacher centered in cover an amount of topics
during a period of time due to have to cover the curriculum, and plan. In this process of
learning, the students will learn by listening, reading and an independent learning,
which means bored time. Since students are responsible for learning on their own, they
also learn to be independent and make their own decisions. On the other hand, Teacher
centered learning can get boring for students, this may cause them to not pay attention
and then they may miss key concepts.
Teacher centered learning expect to have a quiet classroom, so through the assessment
teacher can monitor the learning. It always emphasises in correct answers, while the
learning is desire through score tests. The classroom becomes competitive and students
are viewed as learners. Students do not have to worry about missing an important topic

4. because the teacher directs everything, but in teacher-centered learning does not allow
students to ask questions, express themselves, or be in charge of their learning.
As a conclusion, we could say that the teacher is seen an instructor who is approachable,
receptacles, helpful and supportive. It is important that the person who is teaching must
be encourage, enthusiastic, motivated to teach the course. Being the instructor, he/she
must have big expectation in his group and help students to discover value in the course
content. Second, the course would be academically rigorous. The content is more
important, relevant and interesting. Students would learn a lot in this course as how to
think like an expert in this course. It involves students an active learning strategies and
less lecturing. And at the end the syllabus would be helpful, interesting and relevant so
students do not lose the interest on the topic and assessments.
1.2 Problem-formulation
Is the flipped learning effectiveness in flipping third percent of the course content?
1.2 Variables matrix
VARIABLE
S
DEFINITIO
N
DIMENSIO
NS
SUBDIMENSIO
NS
SUBDIMENSIO
NS
I.V
flipped
learning
Students are
learning the
basics at
home, at
their own
pace
Learning
techniques
Technology
Complementary
techniques
Differentiated
instruction
Video lectures
D.V
Student´s
performance
The
quantitative
results of the
course
content that
can change
because of
the
effectiveness
of the
flipping.
Learning
outcomes
Retention
Assessment
Methodology
Technologies
adapted
Quantitative
Qualitative
Moodle and
packet resources

5. Linguistic
skills
Listening
Speaking
Reading
Vocabulary
Writing
Understanding
Judging
Fluency and
Coherence
Lexical Resource
Grammatical
Range and
Accuracy
Pronunciation
Phonological
awareness
Fluency
Text
comprehension
Descriptive
1.3 Objectives
1.3.1 General objectives
 To improve teaching techniques by using flipped learning in order to increase
student’s learning potential.
 To increase effectiveness in flipping third percent of the course content for a
better student’s development.
 To apply the flipped learning in order to have effectiveness in flipping third
percent of the course content to increase student’s learning development and
potential..
1.3.2 Specific objectives (these are steps which will help you to reach the general
objective).
1. To apply helpful learning techniques in order to increase English skills
2. To increase students’ retention
3. To increase technology techniques to develop language skills

6. 4. To develop complementary techniques to increase activities.
5. To use video, moodle and packet resources in order to increase online
connection to help students.
1.4 Justification
The education nowadays is changing because of technology, teachers need to
know new techniques that are being effective in learning skills, such is the case of
flipped learning; this technique is changing the way of learning a foreign language,
English language specifically; the main objective of this technique is that the students
can learn content online at their houses, this content is passed through visual aids like
videos or audios.
The flipped learning is effective for both, the teachers and the students, because the
teachers can keep developing the course content very fast while the students can make
their homework in the class. Another benefit of using this technique is that the content
is not teachers-centered and the students do not feel frustrated for doing homework.
PART TWO
Theoretical framework
2.1 Theoretical and conceptual focus
A teacher centered approach is one where activity in the class is center son the
teacher. The teacher is an effective model of the target language and an important
source of information on how the learners are doing. The teacher centered method is a
teaching technique that allows the instructor to impart a subject to the students.
Some of the available techniques of this method include lectures, stories, and
demonstrations. Lectures can also be made more interesting with the use of other
teaching tools to capture the student’s attention. Each teacher should be careful in
spending time planning lessons, understanding of the student context to choose the
appropriate teaching techniques and tools.

7. Impressionable tools are a great classroom instruments for learning. Storytelling is a
technique that can be used to convey a lesson. Teachers can effectively convey
understanding the use of skills being taught through demonstration. In addition to the
many methods, there are numerous tools available to the teacher to enhance the
technique. Such tools include the use of printed material, audio aids, and visual
elements.
A great tool to aid the teacher is to record them and listen to the recording to learn
where to improve their speaking. Another audio tool is the use of CD’s and cassette
tapes to enhance the classroom experience. The teacher’s gestures, posture, expression,
and appearance all play a part in the visual role of teaching. Like listening to
themselves, the teacher can improve this visual aspect of teaching by practicing in front
of a mirror or video camera.
In teaching, a picture can truly be “worth a thousand words” when used
correctly. Pictures should be used in things as overhead projectors, Power Points, flip
charts, slides or as stand-alone visual aids.
Finally, teacher-centered is not too bad as it looks, using the appropriate material and
methodology it can give good results in learning. Teacher- centered has been the
traditional way of teaching, for that reason to make it more fun and interesting, teachers
has take inconsideration new methodologies to apply and get students attention and
improve their cognitive knowledge.
2.2. Structure
CHAPTER ONE
SAN FRANCISCO DE QUITO HIGH SCHOOL
1.1 History
1.1.1 Location
1.1.2 Infrastructure

8. 1.2 The educational model
1.2.1 The curricular model
1.2.2 The pedagogical model
1.2.3 The didactical model
CHAPTER TWO
Flipped learning
2.1 Learning techniques
2.1.1 Technology
2.2.2 Video lectures
2.2 The methodology apply in Flipped learning
2.2.1.1 Differentiated instructions
CHAPTER THREE
Course content
3.1 Listening
3.1.1. Understanding
3.1.3 Judging
3.2 Speaking
3.2.1 Fluency and Coherence
3.2.2 Lexical Resource
3.2.3 Pronunciation
3.3 Reading
3.3.1 Phonological awareness
3.3.2 Phonics (sound-symbol correspondence)
3.3.3 Fluency
3.4.1 Vocabulary
3.3.2.1Text comprehension
3.4 Writing
3.4.1 Descriptive
CHAPTER FOUR
(Take a look of the subdimensions of the variable X and Y in the variables matrix.
Combine the subdimensions and construct the themes and subthemes).
Example,

9. THE TEACHER´S PROFILE AND THE LINGUISTIC SKILLS
4.1 The teacher´s entrance profile and the level of linguistics skills development.
4.2 The profile of occupation and the speaking skill.
,and so on.
(In this chapter you have to combine on your own the ideas you have got in the last two
chapters. It is your own production.)
CHAPTER FIVE
OTHER CAUSES OF THE CORE PROBLEM
(Go to the problem tree and make a list of the other causes here. They will become the
themes and subthemes of this chapter. You are supposed to analyze them here.)
5.1 Learning is not meaningful.
5.2 Inappropriate didactic material
5.3 Teacher-centered approaches
5.4 Old-fashioned methodologies
2.3. Hypothesis system
2.3.1. Working hypothesis
“The flipped learning affects effectively students´ performance”
2.3.3. Null hypothesis
“The flipped learning does not affect the students´ performance in English”.
PART THREE
METHODOLOGICAL DESIGN
3.1 Type and research design
This is a cause-experimental research due to we are going to make a comparison. San
Francisco de Quito High school is applying the inverse class (feedback class). This give

10. us the advantage to evaluate the teacher-centered class and the student-centered class.
Furthermore, procedures at random for the selection will be develop by collecting the
data through observation and survey, so the study will be quantitative and qualitative.
At the end we are going to make a comparison between the variables, questions and
answer make to the population.
3.2 Population and sample size
The participants of this research will be around 35 to 37 students (25 females and 20
males, of the 8th B of Basic Education at the San Francisco de Quito High School)
They will be divided by the following way:
* 8th B was the control group (subgroups of: 15 or 20 students)
* 8th B was the experimental group (subgroups of: 15 or 20 students)
3.3 Field work
The study will take place at the San Francisco High School. It is located in Quito
city, with the authorization of the principal MGS. Miriam Solíz, Principal and the
collaboration of Lic, Aide Aguilera, and English are coordinator, and the collaboration
of the students of 8th grade of Basic Education, who demonstrate their interest in the
subject.
Survey Process:
The survey process will be as follows:
1. Plan a teacher-centered class and a feedback class, and apply them in the
different courses. The plan will be different and also the methodology, some
activities could be used in both classes.
2. Students of control group 8th B will make a project. Using a flayer, they will talk
about a country that teacher will give to them and expose it in front of the class.
They must use vocabulary words and also the grammar structure.
3. Students of control group 8th B will make the same project, however they would
have the option of choose the country they like to visit. Use the most of
vocabulary they know.
4. A week later (8 hours of class), the achievement project will be administered to
both groups “experimental and control” groups.

11. Ethics in our study
We must be sure that the subject has been understood very well so the
population could fill in a questionnaire, taking in consideration that we need to
know how students feel about teacher-centered class.
Equitable selection of participants
Voluntary informed consent
3.4. Instruments for data collection
Measures of descriptive statistics will be used such as percentage, rate, mean, variance,
and standard deviation. The same Questionnaire will be applied to both groups teacher-
centered and student-centered classrooms.
This data will be analysed and converted into statistical results.
3.5 Processing and analysis
PART FOUR
ADMINISTRATIVE FRAMEWORK
4.1 Material resources
Personal computer (energy)
Printer – ink cartridges
Paper A4
Book – binding
Texts – copies
Binding
Office supplies
Copies
Internet account
Class Activities
4.2 Human resources
Research advisor 2
4.3 Budget
ITEM QUANTITY UNIT COST TOTAL
COST
Research
advisor
2 US$ 80 US$ 160

12. Equipment 1 US$ 700 US$ 700
Materials 10 US$ 80 US$ 800
Trips 1 US$ 150 US$ 150
Stationary 5 US$ 20 US$ 100
Bibliography 5 US$ 30 US$ 150
TOTAL US$ 2,060.00
4.4 Timetable
BIBLIOGRAPHY
Flipped learning
https://www.youtube.com/watch?v=hcmjS67g4AY
Teacher cnetered
https://www.youtube.com/watch?v=EYCWWyAdKTc
Months
Weeks
1 2 3 4 5
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Activities
Planning X X
Bibliography
acquisition
X
Bibliography
analysis
X X
Organize info
(complete outline)
X X
Project approval X
Instrument design X X
Instrument
application / data
collection
X X X
Data
tabulation/analysis
X
Graphing info X
Writing 1st draft X X
Revision/correction
of 1st draft
X X
Writing 2nd draft X X
Revision/correction
final draft
X X
Thesis approved X
Present and defend
thesis
X

13. https://education.cu-portland.edu/blog/classroom-resources/which-is-best-
teacher-centered-or-student-centered-education/
https://www.teachingenglish.org.uk/article/teacher-centred
GLOSSARY
APENDIXES