Development of Flipped Classroom Instructional Model to Enhance Undergraduate Students’ Problem- Solving Skills

Cao Yuewang

Flipped Classroom Instructional Model

Problem-Solving Skills

Curriculum and Instruction

The objectives of this research were 1) study the factors to enhance
undergraduate students’ problem-solving skills 2) develop flipped classroom
instructional model to enhance undergraduate students’ problem-solving skills and
3) examine the results implementing flipped classroom instructional model to
enhance undergraduate students’ problem-solving skills. Phases were carried out to
answer research objectives 1, 2, 3. The population of Phase 1 are 150 former
students and 3 lecturers of the Computer Application Basics Course in the first
semester of the 2022 academic year from Qingdao Huanghai University. The target
group of phase 2 are 5 experts, and the sample group of phase 3 are 30 students
enrolled in the Computer Application Basics Course. The research instruments were
1) a set of questionnaires for student and interviews for lecturers. 2) set of
questionnaires for conformity instructional model, 3) lesson plans using blend-based
learning model, and 4) scoring rubric. Data analyzed by percentage, mean and
standard deviation.
The results found that:
1. The factors enhancing learning achievement in the Computer Application
Basics course, as identified by analysis, are categorized into internal and external
factors. Internal factors are characterized by students' engagement and perspective
on the instructional model, especially the flipped classroom model. Students exhibit
a strong interest, respect, and trust in this model, convinced of its efficacy in honing
their problem-solving skills. External factors, marked by moderate influence,
comprise teaching methods aligning the flipped classroom model with course
objectives and content, course materials blending traditional and online resources,
and the indispensability of well-maintained classrooms and multimedia facilities.
2. Flipped Classroom Instructional model to enhance students’ problemsolving skills include 5 components: 1) Principle and Rationale, 2) Objectives, 3)
Contents, 4) Method of teaching & Materials and 5) Evaluation. The model is 100%
conformed to utility, feasibility, propriety, and accuracy as assessed by 5 specialists.
3. It was found that 83.33%% of 30 students who enroll in the computer
applications course course students whose problem-solving ability is at good level
while another 16.67% of them are assessed to be at Medium and Pass level. The
result is consistent with the research hypothesis that 80% upwards of the
participants will have problem-solving performance ability at Good level after
learning through flipped classroom instructional model.

Keywords: Flipped Classroom Instructional Model, Problem-Solving Skills

Bansomdejchaopraya Rajabhat University. Office of Academic Resources and Information Technology

Areewan Iamsa-ard

Wapee Kong-in

Saipon Songsiengchai

2023

2567-02-27

2567-02-27

2567-02-27

Thesis

application/pdf

eng

Bansomdejchaopraya Rajabhat University

Degree of Doctor of Philosophy

Doctoral Degree

Curriculum and Instruction

Bansomdejchaopraya Rajabhat University