DEVELOPMENT OF A FLIPPED CLASSROOM MODEL INTEGRATED WITH RESEARCH-BASED LEARNING TO ENHANCE ACADEMIC ACHIEVEMENT OF VOCATIONAL STUDENTS

Abstract

The purpose of this study was to: 1) develop a flipped classroom instructional model integrating Research-Based Learning, 2) compare students' academic performance before and after the implementation of the model, and 3) examine students' perceptions of the instructional model. The participants consisted of 29 first-year diploma students majoring in Digital Business Technology at Chanthaburi Technical College during the first semester of the 2024 academic year. The sample was selected using cluster random sampling. The research instruments included: 1) a flipped classroom instructional model integrating Research-Based Learning, 2) instructional plans, 3) an academic achievement test, and 4) a questionnaire to assess students' perceptions of the model. Data analysis was conducted using descriptive statistics, including mean and standard deviation, as well as inferential statistics via a paired-samples t-test. The findings indicated that: 1) the developed flipped classroom instructional model integrating Research-Based Learning was evaluated by experts as being of very high quality, 2) students' academic performance after the implementation of the model was significantly higher than before, at a significance level of 0.05, and 3) students' perceptions of the instructional model were positive, with an overall high level of satisfaction.