This study conducted an analysis comparing the utilization of the Station Rotation, Flipped Classroom, and Flex Model and assessed their effects on students' conceptual understanding about exponential functions. Utilizing an experimental research design, the quantitative data collected through pre- and post-test scores were analyzed using Paired T-Tests, non-parametric tests ANOVA, and two-way ANOVA. The result of the study revealed significant improvements over time within each blended learning modality. However, no significant differences were found between the different blended learning pedagogies which indicates similar baseline and post-test outcomes across all groups. Although there was a general effectiveness of the different interventions, variability in individual student improvement was noted. The analysis showed that time, rather than the specific blended learning modality, had a statistically significant effect on students' conceptual understanding measured through an achievement test. The findings of the study then suggest that while all blended learning modalities effectively enhance conceptual understanding over time, the choice of instructional approach may be flexible, offering comparable benefits in promoting deep learning and conceptual mastery.

Authors:
Alexis Michael Oledan, Mindanao State University - Iligan Institute of Technology, Philippines
Rovic Perocho, Mindanao State University - Iligan Institute of Technology, Philippines
Maria Rebecca Flores, Mindanao State University - Iligan Institute of Technology, Philippines
Mary Joy Luga, Mindanao State University - Iligan Institute of Technology, Philippines
Dante Joma Zabala, Mindanao State University - Iligan Institute of Technology, Philippines
Grace Liwanag, Mindanao State University - Iligan Institute of Technology, Philippines

About the Presenter(s)
Dr Alexis Michael Oledan is a University Associate Professor/Senior Lecturer at Mindanao State University - Iligan Institute of Technology in Philippines

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