Development of a Flipped Classroom Learning Model Integrated with Role-Playing Activities in Health Education Class on the Topic of “First Aid” for Mattayomsuksa 1 Students

Abstract

Background and Aims: The instructional methods employed by educators in organizing learning activities play a crucial role in enabling students to achieve predetermined learning objectives, enhance their knowledge and experiences, and develop essential skills that serve as a foundation for future life. This reflects a shift in instructional approaches from traditional teacher-centered methods, where knowledge is delivered directly by the teacher, to student-centered learning, in which learners are encouraged to explore and construct knowledge independently through activities and teacher-designed technological media, with the teacher serving as a facilitator and guide. This research aimed to 1) develop a flipped classroom learning model integrated with role-playing activities in Health Education class on the topic of “First Aid” for mattayomsuksa 1 students, with a target efficiency of 80/80, 2) compare the students’ academic achievement before and after the implementation of the developed flipped classroom learning model integrated with role-playing activities in Health Education class on the topic of “First Aid,” and 3) assess the students’ satisfaction with the implementation of the model.

Methodology: The research sample consisted of 35 Grade 1/1 students enrolled in the first semester of the 2023 academic year at Chiang Yuen Pittayakhom School, Chiang Yuen Sub-district, Chiang Yuen District, Maha Sarakham Province. The sample was selected through Simple Random Sampling using the classroom as the unit of sampling. The research instruments were 1) an instructional plan for a Health Education class on the topic of First Aid, 2) A 20-item multiple-choice achievement test with four answer options per item, and 3) a 20-item 5-point scale satisfaction questionnaire. Collected data were analyzed using percentages, mean, standard deviation, and dependent samples t-test.

Results: 1) The developed flipped classroom learning model integrated with role-playing activities in Health Education class on the topic of “First Aid” for mattayomsuksa 1 students achieved an academic efficiency (E₁/E₂) of 97.89/88.43, meeting the 80/80 criterion, 2) The mattayomsuksa 1 students' post-instruction academic achievement scores were significantly higher than their pre-instruction scores at the .05 level of statistical significance, and The students reported a high level of satisfaction with the developed model.

Conclusion: The researchers implemented learning activities designed to enhance the students' development across all three learning domains: cognitive, psychomotor, and affective—through the developed six-step flipped classroom model, consisting of 1) Preparation, 2) Presentation of the learned knowledge, 3) Knowledge exchange, 4) Hands-on practice, 5) Presentation of the created work, and 6) Lesson summarization. These were integrated with a seven-step role-playing framework: 1) Teacher and students introduce the scenario and assigned roles, 2) Selection of role players, 3) Preparation of observers by the teacher, 4) Role-playing and behavioral observation by the students, 5) Discussion of the knowledge, thoughts, feelings, and expressed behaviors, 6) Reflection and summary of the learning experience by both teacher and students, and 7) Assessment of the students’ learning outcomes by the teacher. The integration enabled the achievement of this research’s objectives.