Effects of Learning Management as Flipped Classroom in Abilities the Reading and Writing Chinese on Eighth-Grade Students at Ivy League Middle School

Lijuan Sun; Mesa Nuansri; Suwana Juithong

doi:10.60027/ijsasr.2024.4547

Authors

Lijuan Sun Master student, Curriculum and Instruction Program, Valaya Alongkron Rajabhat University under the Royal Patronage Pathum Thani Province, Thailand https://orcid.org/0009-0007-2552-4475
Mesa Nuansri Lecturer, Curriculum and Instruction Program, Valaya Alongkron Rajabhat University under the Royal Patronage Pathum Thani Province, Thailand https://orcid.org/0009-0003-2449-3604
Suwana Juithong Lecturer, Curriculum and Instruction Program, Valaya Alongkron Rajabhat University under the Royal Patronage Pathum Thani Province, Thailand https://orcid.org/0009-0002-1391-5819

DOI:

https://doi.org/10.60027/ijsasr.2024.4547

Keywords:

Learning Management; , Flipped Classroom; , Abilities the Reading and Writing Chinese; , Eighth-grade Students; , Ivy League Middle School

Abstract

Background and Aims: In 2023, responding to national educational directives, this study demonstrates the impact of flipped classrooms on students' Chinese reading and writing ability. This research aims to: 1) compare the academic achievement scores in Chinese reading ability of students before and after participating in a flipped classroom teaching environment.2) To examine the academic achievement scores in Chinese writing ability of students before and after participating in a flipped classroom teaching environment.

Methodology: There are 10 classes (50 students in each class) in the eighth grade of Ivy League Middle School, this study adopts a cluster sampling method and selects 1 class with 50 students as samples. The research tools were: (1) course lesson plans were used to organize and implement flipped classroom teaching, (2) students' reading ability achievements test paper, and (3) essay test with rubric scores of students' writing ability reliability. Conduct pre-test and post-test on the sample using students' reading ability test paper and essay test with a rubric score of students' writing ability, analyze the mean, standard deviation, and single sample t-test of the data using SPSS.

Result: 1) After using the flipped classroom method, students' scores in reading ability tests significantly improved., and the difference was statistically significant 0.05 (t=20.122，p<0.05). 2) After using the flipped classroom method, students' scores in writing ability tests significantly improved, and the difference was statistically significant at 0.05 (t=19.104，p<0.05).

Conclusion: Through flipped classroom teaching method practice, not only improved students' scores and achievements in Chinese reading and writing among students but also enhanced engagement and learning efficiency.

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