IMPROVING STUDENTS' CRITICAL THINKING ABILITY THROUGH FLIPPED CLASSROOM TEACHING METHOD: A CASE STUDY OF A MUSIC APPRECIATION COURSE IN A CHINESE VOCATIONAL COLLEGE
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บทคัดย่อ
This study aimed to (1) examine the effect of the flipped classroom teaching method on students’ critical thinking ability in music appreciation and (2) explore students’ satisfaction with the flipped classroom learning experience. A one-group pretest–posttest design was employed over a four-week instructional period with 16 total teaching hours. A total of 78 second-year vocational college students in Shandong Province, China, participated in flipped classroom lessons designed to promote active learning, in-depth musical analysis, and reflective thinking. Data were collected through a validated Critical Thinking Ability Test administered before and after the intervention, as well as a post-intervention satisfaction questionnaire measuring students’ perceptions of course resources, in-class interaction, learning experience, and overall instructional effectiveness. The findings revealed a statistically significant improvement in students’ overall critical thinking ability following the flipped classroom intervention, particularly in the dimensions of analytical ability, evaluative ability, inference ability, explanation ability, and self-regulation ability. The average score on the post-test ( = 33.23, S.D.= 0.55) was significantly higher than that of the pre-test ( = 19.26, S.D. = 0.67). Statistical analysis revealed that the increase in post-test scores was significant (p < .001). Students also reported high levels of engagement and satisfaction, frequently highlighting the interactive learning environment and increased opportunities for independent thinking and classroom discussion.
เอกสารอ้างอิง
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