THE DEVELOPMENT OF A FLIPPED CLASSROOM INTEGRATED WITH EXERCISE-BASED ASSOCIATIVE MNEMONIC TECHNIQUES AND INTERACTIVE MEDIA TO ENHANCE CHINESE CHARACTER WRITING SKILLS AMONG MATHAYOMSUKSA 3 STUDENTS

Abstract

The objectives of this research were: (1) to develop a flipped classroom learning model incorporating Chinese character writing exercises based on associative mnemonic techniques and interactive media for mathayomsuksa 3 students, and to examine its effectiveness according to the 75/75 standard; (2) to compare the students’ Chinese character writing skills before and after participating in the flipped classroom intervention; (3) to compare their learning achievement in Chinese language before and after the intervention; and (4) to investigate students’ satisfaction toward the learning model. The participants were 26 mathayomsuksa 3/1 students from Phangkhenpittaya School in the second semester of the 2024 academic year, selected through purposive sampling. The research instruments included lesson plans, a Chinese character writing skill test, Chinese character writing exercises, an achievement test, and a student satisfaction questionnaire. The data were analyzed using percentage, mean, standard deviation, and t-test statistics. The findings revealed that the developed flipped classroom model demonstrated effectiveness above the prescribed criterion, yielding E₁= 79.93 and E₂= 79.10, indicating its appropriateness for lower secondary learners. Students’ Chinese character writing skills after the intervention were significantly higher than before at the .05 level, particularly in stroke order accuracy, component recognition, and structural correctness. Their post-learning achievement scores in Chinese language were also significantly higher than pre-learning scores at the .05 level. Furthermore, student satisfaction toward the learning model was at the highest level, with learners expressing that digital pre-class materials and interactive in-class activities enhanced their understanding, motivation, and engagement. Overall, the model effectively promoted sustainable improvement in Chinese language learning.