Problem-based Learning Management together with Flipped - classroom Learning in Calculus 1 for College Freshen attending in Phranakhon Rajabhat University

Abstract

           The objectives of this research were 1) To design problem-based learning management together with flipped-classroom learning in Calculus 1 for college freshmen attending in Phranakhon Rajabhat University. 2) A study of learning management outcomes consisted of learning achievement in Calculus 1 and student satisfaction with learning management as quasi-experimental research. The representative sample consists of 26 college  freshmen of the academic year 2022, obtained by group randomization. The research tools consisted of a learning management plan, learning achievement quiz and satisfaction surveys. Conduct an experiment in the first semester of the academic year 2022, the experiment took 28 hours. The data obtained from the experiment were analyzed for frequency, percentage, average and standard deviation. Compare the average learning achievement scores with statistical t-test (Paired Sample t-test and One Sample t-test) and analyze satisfaction data with a percentage average and standard deviation and after compare with the specified criteria.
           The research results found that:
          1) Learning management designed problem-based learning together with flipped-classroom learning is a 2-step event organization that is the first step is to define the problem, then have the students make a study in advance and the second step is to practice using the knowledge that has been achieved in advance to solve the problems according to the learning process by problem based learning management together with flipped-classroom learning of 5 steps that is 1. Step of problem-defining the professor offers the problem or lessons, or review achieved knowledge. 2. Step of studying information and knowledge is an information-based study of knowledge related to problems from documents, books, textbooks, or video clips prepared by the professor in advance as learning tools. 3. Step of conclude stage of the results of the study is the result of the pre-study discussed together to summarize the achieved knowledge. 4. Step of applying knowledge achievement to problem solving is the use of the conclusions or knowledge achievement from the pre-study to connect to the information within the problem to use to solve problems or find answers or summarize as new knowledge. 5. Step of verification and presenting the results of new knowledge achieved.
          2) Results of  problem-based learning management together with flipped-classroom learning in Calculus 1 found that:
               2.1) The average scores for learning achievement in Calculus 1 after attending class were significantly statistically higher than before attending class at the level of 0.05.
               2.2) The average scores for learning achievement in Calculus 1 after studying were 70% higher at the significantly statistic at the level of 0.05 and there were 20 students who gained learning achievement score from 70% and over, representing 76.92%.
               2.3) The student’s entire satisfaction with learning management found that satisfaction was at the highest level (average scores equals to 4.84 standard deviation of 0.26) and when considering each clause, it was found that the satisfaction was at the highest level of 12 clauses and at a high level of 3 clauses.