Effects of Chemistry Learning Management by Flipped Classroom towards Learning Achievement and Retention of Mattayomsuksa 5 Students

Abstract

             The purposes of this research were: 1) to study the effects of chemistry learning management by flipped classroom towards learning achievement, 2) to investigate the retention of chemistry learning management by flipped classroom, and 3) to explore the satisfaction of Mathayomsuksa 5 students towards chemistry learning management by flipped classroom. The samples of this study were 30 Matthayomsuksa 5 students of Khueang Nai Phitthayakhan School, recruited by Cluster Random Sampling. The tools used in the research were a learning management plans, and a satisfaction questionnaire. The statistics employed to analyze the data were percentage, mean, standard deviation and t-test.
             The research results found that:
             1. Students who received learning management using the flipped classroom model had higher academic achievement after studying than before, with statistical significance at the .05 level.
             2. Students who were taught by the flipped classroom model had knowledge retention as evidenced by a comparison of the mean scores of the post-test and the mean scores of the fourteen-day post-test.
             3. Students are satisfied with the flipped classroom learning arrangement at a high level.