A FLIPPED CLASSROOM INSTRUCTION MODEL COMBINED WITH CRITICAL PROBLEM-SOLVING ENHANCING COMPUTATIONAL THINKING FOR BACHELOR OF EDUCATION STUDENTS
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Abstract
This research aims to 1) investigate the basic information of the flipped classroom instruction combined with critical problem solving enhancing computational thinking for Bachelor of Education students, 2) develop the model, and 3) examine the results of implementing the model. The samples in Phase 1 consisted of 480 Bachelor of Education students, Phase 2 involved seven experts, and Phase 3 comprised 60 Computer Studies students, all selected purposively. The research instruments were 1) the flipped classroom instructional model, 2) the flipped classroom learning plan, 3) the computational thinking test, 4) the satisfaction questionnaire and 5) the evaluation form of model development. The data were analyzed by computing percentage, mean, standard deviation, t-test (dependent samples), and model efficiency (E1/E2) according to the 80/80 criterion. The research results indicated that 1) the investigation of basic information on the instruction of 480 Bachelor of Education students as a whole revealed that most of them had mean scores of 2.69, which corresponds to 53.75 percent in computational thinking; 2) the model development consisted of seven components, included six steps of learning to solve problems critically, (1) the evaluations of the model’s components were rated at the highest 3) The results of the experimental showed: (1) the model demonstrated process and outcome efficiency with scores of 85.53/83.92 (E1/E2); (2) the experimental group's mean scores in learning achievement and computational thinking ability significantly surpassed those of the control group at a statistical level of .05; (3) overall, learners reported the highest mean scores of satisfaction with the model. 3) The model quality evaluation, overall and in each aspect, was at the highest level.
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