EFFECTS OF FLIPPED CLASSROOM AND GAMIFICATION ON ABILITY IN APPLYING COMPUTER KNOWLEDGE OF UPPER SECONDARY SCHOOL STUDENTS

Abstract

The objectives of this study were to 1) compare ability in applying computer knowledge of upper secondary school students before and after learning with flipped classroom and gamification, and 2) compare ability in applying computer knowledge of upper secondary school students learning with flipped classroom and gamification with those learning by conventional instruction. The sample group was tenth grade students of an extra-large secondary school in Secondary Educational Service Area Office 1 in the first semester of the academic year 2018 through purposive sampling into 2 classrooms. The students were divided into two groups: an experimental group of 35 students learning with flipped classroom and gamification and one controlled group of 30 students learning with conventional instruction. 16 periods of teaching, the instruments for data collection were the ability in applying computer knowledge test; before learning, its reliability (alpha coefficient) is 0.84. Data were analyzed by using arithmetic mean, standard deviation and t-test. The results of study revealed that 1) the ability in applying computer knowledge of students, after learning with flipped classroom and gamification was statistically higher than those before learning at a .05 level of significance and 2) the ability in applying computer knowledge of students of student using flipped classroom and gamification group were higher than those learning activities with a conventional approach at a .05 level of significance.