Development of Flipped Classroom Instructional Model to Enhance Undergraduate Students’ Problem- Solving Skills
The objectives of this research were 1) study the factors to enhance undergraduate students’ problem-solving skills 2) develop flipped classroom instructional model to enhance undergraduate students’ problem-solving skills and 3) examine the results implementing flipped classroom instructional model to enhance undergraduate students’ problem-solving skills. Phases were carried out to answer research objectives 1, 2, 3. The population of Phase 1 are 150 former students and 3 lecturers of the Computer Application Basics Course in the first semester of the 2022 academic year from Qingdao Huanghai University. The target group of phase 2 are 5 experts, and the sample group of phase 3 are 30 students enrolled in the Computer Application Basics Course. The research instruments were 1) a set of questionnaires for student and interviews for lecturers. 2) set of questionnaires for conformity instructional model, 3) lesson plans using blend-based learning model, and 4) scoring rubric. Data analyzed by percentage, mean and standard deviation. The results found that: 1. The factors enhancing learning achievement in the Computer Application Basics course, as identified by analysis, are categorized into internal and external factors. Internal factors are characterized by students' engagement and perspective on the instructional model, especially the flipped classroom model. Students exhibit a strong interest, respect, and trust in this model, convinced of its efficacy in honing their problem-solving skills. External factors, marked by moderate influence, comprise teaching methods aligning the flipped classroom model with course objectives and content, course materials blending traditional and online resources, and the indispensability of well-maintained classrooms and multimedia facilities. 2. Flipped Classroom Instructional model to enhance students’ problemsolving skills include 5 components: 1) Principle and Rationale, 2) Objectives, 3) Contents, 4) Method of teaching & Materials and 5) Evaluation. The model is 100% conformed to utility, feasibility, propriety, and accuracy as assessed by 5 specialists. 3. It was found that 83.33%% of 30 students who enroll in the computer applications course course students whose problem-solving ability is at good level while another 16.67% of them are assessed to be at Medium and Pass level. The result is consistent with the research hypothesis that 80% upwards of the participants will have problem-solving performance ability at Good level after learning through flipped classroom instructional model. Keywords: Flipped Classroom Instructional Model, Problem-Solving Skills
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