The Effects of Flipped Classroom Instructions with Problem-Based Learning on Computational Thinking Ability and Problem Solving Ability for First - Year High Vocational Diploma Students in Civil Technology of Nakhon Si Thammarat Technical College

Abstract

The purposes of this study were to 1) compare computational thinking ability after learning through the flipped classroom instructions with problem-based learning of first-year Advanced Vocational Diploma students in Civil Engineering with the criterion of 75 percent; 2) compare  problem solving ability after learning through the flipped classroom instructions with problem-based learning of first-year Advanced Vocational Diploma students in Civil Engineering with a criterion of 75 percent; and 3) study the correlation between the computational thinking ability and the problem solving ability. The sample of this research consisted of the 40 first-year students of the Advanced Vocational Certificate, Civil Engineering Department, The research instruments include 1)  learning management plans using the flipped classroom instructions with problem-based learning, 2) a computational thinking ability test, and 3) a problem solving ability test. Statistics for data analysis were the mean, standard deviation, t-test, and Pearson correlation coefficient.

            The research findings revealed that 1) computational thinking ability score after learning through flipped classroom with problem-based learning was higher than the 75 percent criterion at the .05 level of statistical significance; 2) problem-solving ability score after learning through flipped classroom with problem-based learning was higher than the 75  percent criterion at the .05 level of statistical significance; and 3) the correlation between computational thinking ability and problem-solving ability of the students was positive with the correlation coefficient of 0.36.