The Development of Problem-Solving Ability, Academic Achievement, and Attitude toward Science Using Flipped Classroom Approach of 1oth Grade Student

Abstract

The ability to solve scientific problems is a cognitive ability that relies on a person's brain processes, and various complex behaviors resulting from intellectual development to identify and act in a systematic way to solve scientific problems. The objectives of this research study were 1) to compare the scientific problem-solving ability of 10th-grade students between before and after learning via the flipped classroom learning management, 2) to compare learning achievements on Genetic Mutation of the students with the 70 percent criteria, and 3) to study attitudes towards the science of 10th-grade students learned via the flipped classroom learning management. The sample group was a classroom of 38 students from one of the provincial schools in Maha Sarakham Province gained from the Cluster Random Sampling technique. The research tools consisted of 1) 6 plans 12 hours of flipped classroom learning management is appropriate at the highest level. the four multiple-choices of Scientific Problem-Solving Ability Test for 3 situations, 12 items, with a discrimination index between 0.23-0.69 and a reliability of 0.75, 3) the four multiple-choices Academic Achievement Test for 30 items with difficulty between 0.20-0.75, discrimination index between 0.21-0.89 reliability of 0.91, and 4) the Attitude Towards Science Questionnaire consisting of 15 items with the discrimination index between 0.24-0.55 and reliability of 0.82. The data analysis statistics were mean and standard deviation. Statistics used to test hypotheses were a t-test for the dependent sample and a t-test for one sample. The results showed that after learning via the flipped classroom learning management the students showed 1) problem-solving ability statistically higher than those before learning at a significant difference of .05 level, 2) academic achievement statistically higher than the 70 percent criteria at a significant difference of .05 level; and 3) the overall attitude toward science at a high level.