Abstract
This study explored the effectiveness of the ViLLAS (Video Lessons and Learning Activity Sheets) intervention in enhancing student performance within a flipped mathematics classroom, utilizing an experimental research design. Both the control and experimental groups began at comparable performance levels, with pre-test mean scores of 62.68% and 62.32%, respectively, categorized under the "Beginning" level. After instruction, the control group achieved a post-test mean of 84.08% ("Approaching Proficiency"), while the experimental group, which received the ViLLAS intervention, demonstrated a significantly higher post-test mean of 89.43% ("Proficient"). Furthermore, the experimental group exhibited a greater average gain score of 27.11 compared to the control group's 21.40. This indicates more substantial learning progress resulting from the ViLLAS strategy. Statistical analysis revealed a significant difference in post-test performance between the groups, with a strong effect size favoring the experimental group. These findings affirm that ViLLAS is an effective instructional tool in improving student outcomes, facilitating a shift from basic to proficient understanding of mathematical concepts. The study recommends adopting ViLLAS in mathematics classrooms, supported by teacher training, curriculum integration, and further exploration in other subjects and educational contexts. Overall, ViLLAS has demonstrated potential as a transformative tool for maximizing learning outcomes in a flipped learning environment.
