Flipped Classroom Approach for the Development of Thinking Skills and the Fostering of Student Engagement

Simple item page
dc.contributor.authorSitthiworachart, Jirarat
dc.date.accessioned2026-08-06T10:40:07Z
dc.date.available2026-08-06T10:40:07Z
dc.date.issued2023-01-01
dc.description.abstractThis study investigated students' perceptions of a flipped classroom approach to develop thinking skills and to foster student engagement in a culture and language for teachers course at a large university in Thailand. This strategy aimed at improving teaching quality and learning efficiency. Forty-one undergraduate students participated in this study and were divided into two groups (good and poor student ability groups). Mixed methods research was adopted, using a questionnaire and interview to understand the effectiveness and students' perspectives of the flipped classroom approach. The results showed that the flipped classroom approach enhanced students' thinking skills, and increased student engagement. It contributed positively to the students' learning experience, although they preferred the passive learning in the traditional classroom. The results of the paired-samples t-Test suggested that a good student ability group could be successfully engaged using the flipped classroom approach.
dc.identifier.citation2023 11th International Conference on Information and Education Technology Iciet 2023, 262-266, 2023
dc.identifier.doi10.1109/ICIET56899.2023.10111223
dc.identifier.other2-s2.0-85159293544
dc.identifier.urihttps://dspace.kmitl.ac.th/handle/123456789/14059
dc.source2023 11th International Conference on Information and Education Technology Iciet 2023
dc.subjectBloom's revised taxonomy
dc.subjectflipped classroom
dc.subjecthigher education
dc.subjectstudent engagement
dc.subjectthinking skills
dc.titleFlipped Classroom Approach for the Development of Thinking Skills and the Fostering of Student Engagement
dc.typeConference Paper

Files

Collections

Research