THE EFFECTS OF USING A GUIDANCE ACTIVITIES PACKAGE WITH FLIPPED CLASSROOM TECHNIQUE TO DEVELOP THE PERCEPTION OF SELF-EFFICACY IN CAREER CHOICE OF GRADE 10 STUDENTS OF DIPANGKORNWITTAYAPAT (TAWEEWATTANA) SCHOOL UNDER THE ROYAL PATRONAGE, BANGKOK METROPOLIS

Abstract

The objectives of this research were 1) to compare perception of self-efficacy in career choice of an experimental students group before and after using a guidance activities package with flipped classroom technique to develop the perception of self-efficacy in career choice, and 2) to compare the perception of self-efficacy in career choice of the experimental group who used the guidance activities package with flipped classroom technique with the counterpart level of a control group who used a set of normal guidance activities. The research sample consisted of 60 students in grade 10 at Dipangkornwittayapat (Taweewattana) under the Royal Patronage School in Bangkok Metropolis, during the first semester of 2021 academic year, They were obtained by cluster sampling, and randomly assigned into an experimental group and a control group each of which consisting of 30 students. The research instruments were 1) a guidance activities package with flipped classroom technique to develop the perception of self-efficacy in career choice, 2) a set of normal guidance activities package, and 3) a scale to assess perception of self-efficacy in career choice, with a reliability coefficient of .79. Statistics for data analysis were percentage, mean, standard deviation, and t-test. The research findings showed that; 1) after using the guidance activities package with flipped classroom technique to develop the perception of self-efficacy in career choice, the post-experimental mean score of perception of self-efficacy in career choice of the experimental group students was significantly higher than their pre-experiment counterpart mean score at the .01 level of statistical significance; and 2) the post-experiment mean score of perception of self-efficacy in career choice of the experimental group students, who used the guidance activities package with flipped classroom technique, was significantly higher than the post-experiment counterpart mean score of the control group students, who used the set of normal guidance activities at the .01 level of statistical significance.