The Development of Flipped Classroom Learning Management on the Topic of Living of Plants to Promote Scientific Communication Ability and Academic Achievement of Grade 7 Students

Abstract

This research aimed to 1) develop learning management in the form of a flipped classroom. livelihood to promote signaling and academic achievement of Mathayom 1 students. 2)compare students’ scientific communication ability before and after the flipped classroom learning management and to compare students’ academic achievement after the learning management with the criteria of 70 percent. 3)the target group was grade-7 students at Banaeaedsomongwittaya School in the 1st semester of academic year 2021, totally 22 students. the research tools were 1) 6 flipped classroom learning management plans for 12 hours, 2) scientific communication ability tests on listening, speaking, reading and writing. the listening test is four multiple choices for 5 items, the reading test is four multiple choices for 5 items, the speaking test is a performance test on explanation for 2 topics, and the writing test is a mind map writing for 1 item, and 3) a four multiple choices achievement test for 30 items. difficulty (p) ​​is 0.26 - 0.77. discriminant (B) is 0.25-0.70. The descriptive statistics were used for data analysis including mean, standard deviation and paired t-test. The results showed that; 1) learning management in the form of a flipped classroom about the life of plants use activities to practice scientific communication ability. both self-learning activities at home and doing activities in class 2) the scientific communication abilities of the students after the learning management were higher than before the learning management. the scientific communication abilities of the students before the learning management in overall was at fair level. the results of listening, speaking, reading and writing were all at fair level. the scientific communication abilities of the students after the learning management in overall was at good level. the results of listening, speaking, reading, and writing were at excellent, good, good, and excellent levels, respectively, and 2) the academic achievement of the students after the learning management were higher than the criteria of 70 percent at statistical significance level of .05