Flipped Classroom Critical Success Factors Across Science, Technology, Engineering, and Mathematics (STEM) and Non-STEM Disciplines in Senior High School

Stephen Jay Co; Arcturus Mancera

doi:10.63081/uejtl.v3i1.183

Authors

Stephen Jay Co Far Eastern University https://orcid.org/0000-0001-5457-9300
Arcturus Mancera FEU High School https://orcid.org/0009-0006-1576-6377

Flipped classroom implementation, Critical success factors, STEM pedagogy, Disciplinary pedagogical differences, Secondary education

Abstract

This study examined critical success factors for flipped classroom implementation among 88 senior high school teachers from private schools in Metro Manila, Philippines, with relatively balanced representation across STEM (n=41) and non-STEM (n=47) disciplines. Analysis revealed an emergent Foundation-Quality-Support model wherein technology infrastructure and pedagogical quality factors achieved comparable critical status, indicating necessary technology-pedagogy integration. Ten factors achieved critical success status (≥60% essential), with technology access and reliability rated most critical (75.0%). MANOVA demonstrated marginally significant multivariate effects, with Student Factors showing substantial disciplinary differences. STEM teachers rated student accountability, self-regulation, conceptual-procedural balance, and assessment alignment significantly higher than non-STEM teachers. Thematic analysis confirmed discipline-specific implementation patterns: STEM teachers emphasized technology infrastructure and content complexity management, whereas non-STEM teachers emphasized pedagogical facilitation. Both groups identified student engagement, institutional support, content design quality, and equitable access as universally critical factors. Findings demonstrate that disciplinary differences manifest as variations in degree rather than categorical distinctions, challenging one-size-fits-all approaches and advancing flipped classroom theory toward epistemologically grounded, discipline-responsive implementation frameworks appropriate for well-resourced school contexts.

Author Biography

Arcturus Mancera, FEU High School

He is the department coordinator for the Accounts, Business, and Management Strand of the FEU High School, Manila, Philippines. He has a Masters Degree in Educational Management and currently enrolled in a Doctorate Degree in Educational Administration at Far Eastern University, Philippines.

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