The Implementation of Flipped Classroom Instruction to Enhance English Reading Comprehension Skills of Grade 9 Students

Abstract

This study aims to examine and compare students’ English reading comprehension abilities before and after instruction, as well as to investigate their attitudes toward English reading comprehension instruction using the flipped classroom approach. The participants were 30 ninth-grade students from Nong Bua Pittayakarn School in Nong Bua Lamphu Province, under the jurisdiction of the Secondary Educational Service Area Office Loei-Nong Bua Lamphu, during the first semester of the 2024 academic year. The participants were selected through cluster sampling. The research employed a quasi-experimental one-group pretest-posttest design. The research instruments included 12 instructional lesson plans, a reading comprehension test, and an attitude questionnaire on English reading comprehension instruction using the flipped classroom approach. The intervention was conducted over 12 weeks, with two hours of instruction per week, totaling 24 hours. Data analysis was performed using descriptive statistics, including mean, percentage, standard deviation, paired-sample t-tests, and dependent t-tests. The findings of the study can be summarized as follows: (1) The students’ mean score in English reading comprehension before instruction was 15.63, equivalent to 39.08%, while their mean score after instruction was 30.07, equivalent to 75.18%. A statistical analysis of the mean score differences revealed that students’ post-instruction reading comprehension ability exceeded the 70% criterion and was significantly higher than their pre-instruction ability. (2) The students' attitudes toward English reading comprehension instruction using the flipped classroom approach were at a positive level.