Integration of ChatGPT in a Flipped Learning Strategy for Grade 8 Physics
Author
Bernadette Pura Fualo, Jhonner Dichoso Ricafort
Abstract
The study entitled “Integration of ChatGPT in a Flipped Learning Strategy for Grade 8 Physics” aimed to examine the pre-intervention performance of Grade 8 students in selected Physics topics and describe the integration of ChatGPT in a flipped learning strategy. The study utilized descriptive research methods and involved thirty (30) Grade 8 students from the Science, Technology, sand Engineering (STE) class of Bulusan National High School during the School Year 2024– 2025. The study employed a standardized pretest, developed lesson plans, and “ChatGPTivity” activity sheets covering selected Physics topics. Findings revealed that students’ pre-intervention performance did not meet the expected level, indicating difficulties in understanding key Physics concepts. The study also described how ChatGPT was integrated into the flipped learning process through guided questioning, pre-class exploration, classroom discussions, and collaborative learning activities. The integration of ChatGPT provided students with opportunities to access explanations, examples, and concept clarifications at their own pace prior to classroom instruction. The findings suggest that ChatGPT may serve as a useful support tool in flipped Physics learning by promoting learner engagement, guided inquiry, and independent exploration of concepts. The study further highlights the potential of integrating artificial intelligence into student-centered instructional strategies in science education.
Keywords
AI, ChatGPT, flipped learning, student performance, Physics
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References
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