Learning management through Flipped classroom approach to promote critical thinking entitle: Soil, Rock, Mineral and Geochemistry of grade 12 students Princess Chulabhorn's College Science School, Buriram

Abstract

The purpose of this research was to compare critical thinking after and before learning by using Flipped classroom approach of Mathayomsuksa 6 (grade 12) students of Princess Chulabhorn's College Science School, Buriram. The samples used in the research were 24 Mattayomsuksa 6/6 students of Princess Chulabhorn's College Science School, Buriram which were selected from cluster sampling. The research instruments were 9 lesson plans based on Flipped classroom approach on Soil, Rock, Mineral and Geochemistry, a 25-item critical thinking test based on 5 aspects of Ennis’s critical thinking which comprised: The ability to identify problems, ability to consider data reliability and observation, inductive ability, deductive ability and the ability to identify basic engagement.  The statistics used for analyzing the collected data were percentage, mean and standard deviation. The t-test dependent was employed to test the hypothesis.

          The research revealed that the critical thinking of the students after studying was 17.04 (S.D. = 2.25) and before studying was 11.67 (SD = 1.43). When considered critical thinking in each aspect, it was found that the average of critical thinking in problem solving ability was the highest (75%) and the lowest was deductive ability (54%). Critical thinking of the students after learning was statistically higher than before learning at the significance level of .05.