EFFECTS OF A FLIPPED CLASSROOM INSTRUCTION IN ONLINE SALES PHOTOS ANALYZING ON ANALYTIC THINKING ABILITY OF UNDERGRADUATE STUDENTS
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Abstract
This research aimed to (1) create online videos for flipped classroom teaching in order to meet the quality of Office for National Education Standards and Quality Assessment (ONESQA) and the E1/E2 of 80/80 criteria, (2) create flipped classroom teaching plans to meet the ONESQA criteria, (3) compare students' analytical thinking ability before and after flipped classroom teaching which the participants selected by purposive sampling were 38 students from Faculty of Communication Arts, Kasem Bundit University, during the semester 2/2020, and (4) compare the proportion of students who failed the Microstock sites photographic exam between the students who were taught with the flipped classroom and the ones who were taught with regular teaching. The participants who were selected by cluster sampling were students from Faculty of Communication Arts, Kasem Bundit University. They were divided into two groups. The first group included 18 students who enrolled in semester 1/2020 were taught through regular teaching and the second group included 20 students who enrolled in semester 2/2020 were taught through flipped classroom teaching. Percentages, mean (), standard deviation (S.D.), t-test for dependent samples, and Z-test for two population proportions were employed in analyzing data.
The findings revealed that: (1) The online videos were at a very good level in terms of quality according to the ONESQA’s criteria and have 80.75/83.50 efficiency values as specified. (2) The flipped classroom teaching plans were at a very good level in terms of quality according to the ONESQA’s criteria. (3) The students' analytical thinking ability when teaching with the flipped classroom had a significantly higher post-study score than pre-study the instruction at the .05 statistically level. (4) The proportion of students taking the Microstock sites photographic exam failed at students who studied with regular teaching were numbers significantly higher than studied with the flipped classroom at the .05 statistically level.
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