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The purposes of this research were to develop flipped classroom learning activities with project-based learning approach to enhance analysis thinking for undergraduate students. The general purpose of this research was to develop flipped-classroom instructional activities with project-based learning approach for undergraduate students. The specific purposes were 1) to compare learning effectiveness of the students before and after learning from flipped classroom instructional activities with project-based learning approach, 2) to assess (the students’) behavior in analysis thinking after learning from flipped classroom instructional activities with project-based learning approach, and 3) to study the satisfaction of the students who joined flipped classroom instructional activities with project-based learning approach for undergraduate students. The research samples were 91 undergraduate students, Naresuan University who enrolled in the Introduction to Computer Information Science course. Data collection tools were 1) lesson plans using flipped classroom instructional activities with project-based learning approach 2) pre-test and post-test achievement, 3) assessment form in analysis thinking, and 4) satisfaction assessment form after joining flipped instructional activities with project-based learning approach. Data were analyzed using statistical tools - Mean, Standard Deviation, t-test dependent. The study found that:
1. Comparison of pre-test and post-test results, when using flipped-classroom instructional activities with project-based learning approach, showed the higher mean scores of the student post-tests with statistical significance of 0.05.
2. For analysis thinking assessment, the students after learning from flipped classroom instructional activities with project-based learning approach had higher level of thinking ability than before at a high level ( =4.13, S.D. = 0.64).
3. The overall results of the assessment of students’satisfaction from flipped-classroom instructional activities with project-based learning approach was at a high level ( = 4.11, S.D. = 0.43).
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