THE EFFECTS FLIPPED CLASSROOM LEARNING ACTIVITIES ON MATHEMATICS ACHIEVEMENT IN THE TOPIC REAL NUMBER SYSTEM AMONG GRADE 10 STUDENTS AT PAK KRET IN NONTHABURI PROVINCE

Abstract

This research aimed to 1) compare mathematics learning achievement on the topic of the Real Number System between students who received instruction through flipped classroom learning activities and those taught using traditional teaching methods 2) compare the mathematics learning achievement of students who participated in flipped classroom learning activities with the 70 percent criterion and 3) examine students’ satisfaction with the flipped classroom learning approach. A quasi-experimental research design employing a posttest-only comparison group design was used in this study. The sample consisted of Grade 10 students enrolled in the 2025 academic year from two classrooms. Participants were selected using cluster random sampling. The experimental group consisted of 36 students who received instruction through the flipped classroom approach, while the control group consisted of 40 students who were taught using traditional teaching methods. The research instruments included flipped classroom learning activity plans, conventional learning plans, a mathematics achievement test on the Real Number System, and a student satisfaction questionnaire regarding the flipped classroom learning approach. Data were analyzed using percentage, mean, standard deviation, and t-test.

          The results indicated that students who learned through the flipped classroom approach achieved significantly higher mathematics achievement scores than those taught using traditional teaching methods at the .05 level of significance. Additionally, the achievement scores of students in the flipped classroom group were significantly higher than the 70 percent criterion. Students also reported a high level of satisfaction with the flipped classroom learning approach.