LEARNING FLIPPED CLASSROOM MODEL WITH INQUIRY CYCLE (5E) INSTRUCTION MODEL ON MATHEMATICS LEARNING ACHIEVEMENT AND SELF - REGULATED ABILITY OF GRADE 5 STUDENTS

Abstract

Objectives of this research article were: 1. To compare achievement in mathematics on fractions and addition, subtraction, multiplication, and division of fractions of Grade5 students before and after receiving the Flipped classroom learning management together with 5E learning management 2. To study students’ Self – regulated ability in learning mathematics Fractions and addition, subtraction, multiplication and division of fractions of Grade 5 students after receiving the flipped classroom learning management with 5E learning management. This study was experimental research. The subjects of the study were 20 students in Grade 5 who were studying in the second semester of the 2021 academic year at Bankhlongpraya School. The subjects were selected by using simple random sampling, school used a random unit. Data analyses were analyzed by percentage (Percentage), mean (Mean), Standard deviation and t-test for dependent and t-test one samples test.

The research results revealed that: 1. Achievement in learning mathematics on fractions and addition, subtraction, multiplication, and division of fractions of Grade 5 students who received learning management according to the concept of flipped classroom together with 5E learning management, were found that the learning achievement after receiving the learning management with an average of 23.25, representing an average of 77.50 percent at 0.05 level of significance. 2. Grade 5 students who received the inverted classroom approach combined with the 5E approach showed Self-regulated in their learning. at a very practical level with an average of 3.69, representing 73.80 percent.