Enhancing Buddhism Education Through Flipped Classroom: A Quasi-Experimental Study on Learning Skill Development and Academic Achievement Among Grade 6 Students in Khon Kaen Province, Thailand
คำสำคัญ:
flipped classroom, Buddhism education, active learning, student engagement, moral development, Thai primary education, quasi-experimental researchบทคัดย่อ
Background: Traditional Buddhism education in Thai primary schools faces significant challenges including passive learning approaches, limited student engagement, and disconnection from contemporary life. The flipped classroom model presents a promising pedagogical innovation that could transform religious education by promoting active learning and meaningful engagement with Buddhist teachings.
Purpose: This study investigates the effectiveness of the flipped classroom model in enhancing learning outcomes, student engagement, and academic achievement in Buddhism education among grade 6 students in Khon Kaen Province, Thailand. The research aims to develop and evaluate learning skill exercises tailored to the flipped classroom approach while assessing student satisfaction with this innovative teaching method.
Methods: A quasi-experimental design with pre-test and post-test methodology was employed involving 137 grade 6 students from the Burapha Network Center in Khon Kaen Province, selected through simple random sampling. The intervention included seven weeks of flipped classroom instruction with multimedia learning materials, interactive activities, and collaborative discussions. Data collection utilized achievement tests, engagement surveys, satisfaction questionnaires, and teacher interviews. Statistical analysis included descriptive statistics, paired t-tests, and efficiency ratio calculations.
Results: Significant improvements were observed in academic achievement with an efficiency score of 88.85/83.30, substantially exceeding the 80/80 standard criterion. Students' post-test scores increased significantly (M=88.85, SD=6.42) compared to pre-test scores (M=67.23, SD=8.91), t(136)=15.67, p<0.001, with a large effect size (Cohen's d=2.18). Student satisfaction was exceptionally high (M=4.60, SD=0.52 on a 5-point scale), with 94.2% reporting increased engagement and 91.8% preferring flipped classroom over traditional methods.
Conclusions: The flipped classroom model significantly enhances Buddhism education effectiveness in Thai primary schools by promoting active learning, critical thinking, and meaningful engagement with moral teachings. This approach addresses traditional pedagogical limitations while fostering deeper understanding of Buddhist principles and their contemporary relevance. The findings support broader implementation of innovative educational technologies in developing country contexts.
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