Development of Interactive Media to Support Flipped Classroom Learning Environments for Enhancing Self-Regulation Ability in Secondary School Students

Abstract

This research aimed to 1) develop interactive media supporting a flipped classroom learning environment, 2) evaluate the efficiency of the interactive media against the 85/85 criterion, 3) compare students' learning outcomes after learning with the interac tive media against a set criterion of 70 percent, and 4) examine the development of students' self - regulation ability after learning with the interactive media supporting the flipped classroom learning environment. The sample consisted of 36 Mathayom 4/9 students at Ratchaborikanukroh School obtained through cluster random sampling. The research instruments comprised of (1) eight interactive media units for a music course, (2) eight flipped-classroom lesson plans, (3) a media quality evaluation form, (4) formative exercises administered during instruction, (5) a posttest, and (6) a self-regulation assessment scale. Data were analyzed using mean, standard deviation, the E1/E2 efficiency criterion, a one-sample t-test, and one-way repeated measures ANOVA.

The findings revealed that:

1) the developed interactive media, accessible via smartphone, comprised of four main components which were learning objectives, instructional videos, learning games, and formative exercises, and received an expert quality evaluation at the excellent level (M=4.86, S.D.=0.347);

2) the efficiency of the interactive media was 87.01/88.70, meeting the specified 85/85 criterion;

3) students' learning outcomes after learning through the flipped classroom approach combined with the interactive media (M=26.61, S.D.=1.47, out of a total score of 30) were significantly higher than the 70 percent criterion (t(35)=23.2, p<.001); and

4) students' self-regulation ability showed continuous improvement over the eight-week experimental period. One-way repeated measures ANOVA revealed a statistically significant difference [F (3, 105)= 20.4, p<.001, partial η²=0.368], with pairwise comparisons indicating significant differences (p < .05) between Week 2 and Weeks 6 and 8, and between Week 4 and Week 8.