THE EFFECTS OF FLIPPED CLASSROOM TEACHING ON ECONOMIC LITERACY AND PROBLEM-SOLVING SKILLS OF NINTH GRADE STUDENTS

Abstract

The purposes of this thesis were to 1) compare economic literacy in Social Studies subject (Economics strand) of ninth grade students before and after instructed by flipped classroom teaching; and 2) to study the development of problem-solving skills in Social Studies subject (Economics strand) of ninth grade students instructed by flipped classroom teaching. The sample of this thesis consisted of 30 students of one classroom studying in the first semester of the academic year 2022 in Srinakharinwirot University Prasarnmit Demonstration School (Secondary). The researcher selected method of cluster random sampling. The research instruments in the study were: 1) an economic literacy test in Economics strand; 2) a rubric for assessing problem-solving skills in Economics strand; and 3) three sets of flipped classroom teaching plans, 16 hours in total. The data were analyzed through the use of frequency, percentage, mean, standard deviation, t-test for dependent and repeated measures ANOVA. The results showed that: (1) Students who were instructed by Flipped classroom teaching achieved economic literacy score in Social Studies subject (Economics strand) was higher than that before using flipped classroom teaching at .01 level of significance (p<.01) (2). Students who were instructed by Flipped classroom teaching achieved significant development in Social Studies subject (Economics strand) over the period of the intervention based on the scores on eight test conducted at multiple points in time before, during, and after the study (p<.01).