ไทย
Article Sidebar
Main Article Content
Abstract
The objectives of the research “Study of Effect of Flipped Classroom Approach on Learning Achievement in Contemporary Physics Course” are (1) compare the students’ learning achievements before and after learning by Flipped Classroom Approach in topic: nuclear physics in Contemporary Physics Course, (2) study the effectiveness index (E.I.) of the study by Flipped Classroom Approach, and (3) evaluate the students’ satisfactions toward learning by Flipped Classroom Approach. The target group of this research was 21 students who enrolled in Contemporary Physics Course, second semester of the academic year 2020, Silpakorn University. The research tools include handouts, videos, work sheets, learning achievement test and satisfaction questionnaires.
The results of this research were: (1) the posttest scores of students were higher than the pretest scores at the level of significance .01, (2) the effectiveness index (E.I.) of study by Flipped Classroom Approach was 0.9124 or 91.24 %, and (3) the overall students’ satisfactions toward learning by Flipped Classroom Approach in the atmosphere of learning management aspect was at 4.72 which is at highest level (S.D. = 0.44), the overall students’ satisfactions in learning activities of Flipped Classroom Approach aspect was at 4.70 which is at highest level (S.D. = 0.46), furthermore, the overall students’ satisfactions in the benefits of learning management of Flipped Classroom Approach aspect was at 4.58 which is at highest level (S.D. = 0.49).
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
References
Butyathaworn, P., Promprom, W. and Chatan, W., (2016). “Effect of Teaching Flipped Classroom Online Learning Inquiry Method” Journal of Education Khon Kaen University (Graduate Studies Research) 10(2): 84-90. (in Thai)
Kammanee, T. (2005). Learning management using research as part of the learning process. Bangkok: Chulalongkorn University. (in Thai)
Kanja, O., Srisuwanged, C. and Mingwanich, W. (2017). “Development of Flipped Classroom Integrated with Inquiry Based Learning for Grade 12 Students in Nomenclature of Organic Compounds”. The 8th International Conference on Education: Research 4.0 Innovation and Development SSRU’s 80th Anniversary. 1(8): 3108 -3117. (in Thai)
Kanjanapan, T. (2016). Effect of Flipped Classroom Approach on Biology Achievement, Self-Regulation and Instructional Satisfaction of the Grade 11 Students. Master of Education Thesis Program in Teaching Science and Mathematics Prince of Songkla University. (in Thai)
Panich, W. (2013). Teachers for students build Flipped classrooms. 2nd ed. SR Printing Mass Product Company Limited. (in Thai)
Phumpuang, K. and Sittiwong, T. (2018). “The Development Of Flipped Classroom Learnning Activities With Collaborative Learning Approach For Undergraduate Students” Journal of Education Naresuan University. 2(2): 1-11. (in Thai)
Pluemmalung, H. and Thongaim, O. (2016). “A Comparison of Learning Achievement and Retention in Social Studies Subject for Matthayomsuksa 4 Students by Using Flipped Classroom Learning and Traditional Learning”. Dhurakij Pundit University Graduate Studies Journal. 4(3): 945-958. (in Thai)
Promta, U., and Wongsa, S. (2018). “Effects of the Instructional Management Using the Flipped Classroom Model Together with Lessons on Social Networks in the ‘Self-Actualization for Teachers’ Course”. Nakhon Phanom University Journal. 8(3): 34-42. (in Thai)
Sinlarat, P. (2002). Research-Based Learning. Bangkok: Chulalongkorn University. (in Thai)
Talwilas, B., Gumjudpai, S. and Prabhong, U., (2020). “The Development of Mathematical Learning Activities Based on Flipped Classroom Approach by using TAI Model of Cooperative Learning Entitled Analytic Geometry for Mathayomsuksa 4”. Journal of Curriculum and Instruction Sakon Nakhon Rajabhat University 12(33): 87-99. (in Thai)
Tipakorn, B. (2007). Faculty development in higher education institutions in Professional instructors: concepts, tools, and development by Sinlarat P. (editor). Bangkok: Chulalongkorn University. (in Thai)
Kheawpra-in, D. (2017). “The Development of Learning Achievement in Biology and Research Skills for 10thGrade Student Taught by Research-Based Learning with Flipped Classroom” Veridian E-Journal, Silpakorn University. 10(2): 392-408. (in Thai)
ภาษาต่างประเทศ
Bergmann, J., and Sams, A. (2012). Flip Your Classroom: Reach Every Student in Every Class Every Day. Washington DC: International Society for Technology in Education: 120-190.
Chung K., and Hew, K. F. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. University of Hong Kong, Pokfulam, Hong Kong. Lo and Hew Research and Practice in Technology Enhanced Learning.
Fitz-Gibbon, and Carol, T. (1987). How to Design a Program Evaluation. Newbury Park: Sage.
Goodman R.I., Fletcher K.A. and Schneider E.W. (1980). The Effectiveness Index as Comparative Measure in Media Product Evaluation. Educational Technology. 20(09): 30-34.
Jensen, J. L., Kummer, T. A., and Godoy, P. D. d. M.. (2017). Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning. CBE—Life Sciences Education. 14(1).
Lloyd, J. E., and Ebener, W. C. (2014). Inverting a non-major’s biology class: Using video lectures, online resources, and a student response system to facilitate deeper learning. Teaching and Learning with Technology. 3(2).
McCallum, S., Schultz, J.,Sellke, K. and Spartz, J. (2015). An Examination of the Flipped Classroom Approach on College Student Academic Involvement. Minnesota. Saint Mary’s University of Minnesota. International Journal of Teaching and Learning in Higher Education. 27(1), 42.
Pierce, R., and Fox, J. (2012). Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education. 76(10).
Sun, J. C. Y. and Wu, Y. T. (2016). Analysis of Learning Achievement and Teacher-Student Interactions in Flipped and Conventional Classrooms. Hsinchu. National Chiao Tung University. International Review of Research in Open and Distributed Learning. 17(1): 79.
Tune, J. D., Sturek, M. and Basile, D. P. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Indiana. Indiana University School of Medicine. Advances in Physiology Education. 37(4): 316-320.
