The Effects of Flipped Classroom with Inquiry Method to Mathematical Problem Solving Ability in the Topic of Analytic Geometry for Mathayomsuksa 4 Students

Abstract

The objectives of this research were to 1) study learning activities by using flipped classroom with inquiry method to achieve an efficiency of 70/70, 2) compare the learning achievements with the 70 precent criteria, 3) compare the mathematical problems solving ability with the 70 precent criteria, and (4) study students' satisfaction of learners from flipped classroom with inquiry method. The research sample were selected by using the cluster random sampling technique. There were 41 students from grade 10 in the second semester of academic year 2022. The research tools were: 1) 10 lesson plans using flipped classroom with inquiry method with the average appropriateness value of 4.53 considered as the most appropriate, 2) the multiple-choice tests to measure achievement with the discrimination from 0.34-0.73 and reliability of 0.84, 3) the essay tests to measure mathematical problems solving abilities with the item of difficulty from 0.44-0.54, the discrimination from 0.38-0.60 and reliability of 0.97, and 4) the questionnaires to measure the satisfaction of students with the discrimination from 0.64-0.89 and reliability of 0.96. The statistics used for analysing data were mean, percentage, standard deviation, and One Sample t-test. The results were revealed as follows: 1) flipped classroom with inquiry method was 79.13/76.36, 2) the students had a higher learning achievement than the percentage criteria of 70, which was statistically significant at the .05 level, 3) the students, had mathematical problem solving ability higher than the percentage criteria of 70, which was statistically significant at the .05 level, and 4) the students had a high level of satisfaction towards learning activities using flipped classroom with inquiry method.