USING FLIPPED CLASSROOM TO IMPROVE MATTHAYOMSUKSA 4 STUDENTS’ ENGLISH READING COMPREHENSION ABILITY
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Abstract
The purposes of this research were to study and compare Matthayomsuksa 4 students’ English reading comprehension ability before and after studying using flipped classroom and to investigate students’ attitude toward teaching English reading comprehension using flipped classroom. The sample consisted of 30 Matthayomsuksa 4 students at Nongwuasopittayakhom School, under the Secondary Educational Area Office Udon Thani, in the first semester of the academic year 2022, selected through cluster random sampling. The research was a one-group pretest-posttest design. The research instruments were 12 lesson plans, an English reading comprehension ability test and an attitude questionnaire toward teaching English reading comprehension ability. The experiment lasted 12 weeks, 2 hours a week, and 24 hours in total. The mean, percentage, standard deviation, t-test for dependent samples, and one sample t-test were used for data analysis. The findings indicated that the students’ pretest and posttest mean scores on English reading comprehension ability were 11.47 or 28.67 percent and 33.67 or 83.83 percent, respectively. The students’ posttest mean score on English reading comprehension ability was higher than that of the pretest, and it was higher than the required criteria of 70 percent. The comparison of the mean scores showed that the students’ English reading comprehension ability in the posttest was significantly higher than that of the pretest at the .01 level. The students’ attitudes toward teaching English reading comprehension was rated at a very good level.
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