The Open-ended Inquiry Process of Flipped Classroom for High-Order Thinking Skills Enhancing of the 11th Grade Students

Abstract

This research aimed to study the Open-ended Inquiry Process of Flipped Classroom for High-Order Thinking Skills enhancing of the 11th grade students according to the criteria of 75 percentages. The participants were selected by purposive sampling including 42 grade 11 students in the second semester of the 2020 academic year at Sarakhampitthayakhom School, Muang District, Mahasarakham Province. The research instruments consisted of 1) 9 lesson plans of Open-ended Inquiry Process of Flipped Classroom on Electrochemistry within 14 hours. 2) 36 items of the High-Order Thinking Skills of four multiple choice test and 9 items of subjective test, 15 items of cycles and 3) the high-order thinking skills observation forms based on the action research. The numerical data was analyzed by mean ( ), standard deviation (S.D.) and percentage (%)
The research revealed that: after students’ learning through the Open-ended Inquiry Process of Flipped Classroom, their High-Order Thinking Skills were higher than before the experiment. In cycles 1, 9 students had the HOTS score passing the criteria of 75 percent in all aspects, and 33 students could not pass the criteria of ( =3.21, S.D.=1.01). In cycles 2, 21 students had the HOTS score passing the criteria of 75 percent, whereas 21 students could not pass the criteria of ( =3.79, S.D.=1.02). In the cycles 3, students had the HOTS score passing the criteria of 75 percent of all ( =4.32, S.D.=0.45).