THE Developing Learning Achievement in the Structural Analysis of Beams in a Construction Software Course using Flipped Classroom and Video-Based Learning Techniques for Higher Certificate Students at Ranong Technical College

Abstract

              This study aimed to: (1) evaluate the efficiency of instructional media developed for the course Application Software for Construction (Course Code 30106–2007); (2) investigate the learning achievement of students through the Flipped Classroom instructional approach using video-based analytical learning techniques; and (3) examine students’ satisfaction with learning through the Flipped Classroom approach using video-based analytical learning techniques. The population consisted of 23 second-year Higher Vocational Certificate (Diploma) students in the Construction Technology Program enrolled in the first semester of the 2024 academic year at Ranong Technical College. The participants were selected using purposive sampling. The research instruments included classroom exercises, pre-test and post-test multiple-choice achievement tests, and a student satisfaction questionnaire. The data were analyzed using instructional media efficiency based on the E1/E2 criterion (80/80), a paired samples t-test to compare learning achievement before and after the intervention, and descriptive statistics, including mean and standard deviation, to analyze student satisfaction.

              The findings revealed that the instructional media and Flipped Classroom learning activities achieved an efficiency score of 81.74/88.48, exceeding the predetermined criterion of 80/80. The average process score (E1) was 16.35 out of 20 points (81.74%), while the average post-learning score (E2) was 17.70 out of 20 points (88.48%). The comparison of learning achievement indicated that the mean pre-learning score was 16.35 (SD = 1.11), whereas the mean post-learning score was 17.70 (SD = 0.56). The paired samples t-test demonstrated that the post-learning achievement was significantly higher than the pre-learning achievement at the .05 level of statistical significance. Furthermore, students’ satisfaction with the Flipped Classroom learning approach using video-based analytical learning techniques was found to be at the highest level.

Keywords : Flipped Classroom, Video-Based Learning, Learning Achievement