THE DEVELOPMENT OF LEARNING ACHIRVRMENT IN SCIENCE AND SCIENTIFIC COMMUNICATIVE WRITING SKILLS BY USING THE FLIPPED CLASSROOM COMBINED WITH GRAPHIC OGANIZERS FOR FIFTH GRADE STUDENTS

Abstract

This pre–experimental design research aimed to 1) compare the science achievement of fifth grade students before and after using the flipped classroom with graphic oganizers, 2) compare the science achievement of fifth grade students after receiving the flipped classroom with graphic organizers with the 70% criterion of the full score, 3) compare scientific communicative writing skills before and after using the flipped classroom with graphic organizers, and 4) compare scientific communicative writing skills after receiving the flipped classroom with graphic organizers with the 70% criterion of the full score. The research sample was 20 fifth grade students of Watphraphutthachai School, derived from multi-stage random sampling. Research instruments consisted of 1) learning plan which was appropriate at the highest level, 2) academic achievement test with a reliability of 0.91, 3) scientific communicative writing skills with a reliability of 0.81.Statistics used in data analysis include percentage, mean, standard deviation, t-test for dependent samples and t-test for one sample.
The findings were as follows: 1) science achievement of fifth grade students was higher than before. statistic significance at the 0.05 level, 2) science achievement of fifth grade students after was higher than 70 percent of the full score with statistical significance at the 0.05 level, 3) scientific communicative writing skills of fifth grade students after was higher than before with the statistical significance at the 0.05 level, and 4) scientific communicative writing skills of fifth grade students after was higher than 70 percent of the full score with the statistical significance at the 0.05 level.