The Development of Flipped Classroom Model with Self-Directed Learning to Enhance Critical Thinking in an Undergraduate Course

Abstract

The purposes of this study were to 1) develop the model of flipped classroom teaching with self-directed learning in order to develop bachelor’s students’ analytical ability. 2) compare the pretest-posttest on student achievement through learning. 3) compare the pretest-posttest on student achievement through analytical thinking and 4) study on student satisfaction of flipped classroom teaching with self-directed learning in order to develop analytical ability. The research procedure consisted of 2 components; the flipped classroom teaching model with self-directed learning for developing bachelor’s students’ analytical ability was evaluated by 13 experts and the implementation of the development model by collecting data from the 30 third year students in Educational Technology and computer degree program, Chandrakasem Rajabhat University. The data were analyzed by using arithmetic mean, standard deviation, t-test, and content analysis. The research findings were as followed 1) The flipped classroom teaching with Self-Directed learning to develop bachelor’s students’ analytical ability is consisted of 3 stages. First, inside and outside of class preparation. Second, during class, about the class activity. Third, formative and summative evaluation and the experts evaluated the developed model at the highest level. 2) Comparing the pretest-posttest on student achievement through learning found that the posttest scores are higher than pretest score at a statistically significant level of .05. 3) Comparing the pretest-posttest on student achievement through critical thinking found that the posttest scores are higher than pretest score at a statistically significant level of .05 and 4) The results of student satisfaction with teaching and learning were at the high level.