Flipped Classroom Teaching Method Using Problem-Based Learning in Thai Language Subject to Enhance Problem-Solving Skills of Grade 11 Students

This research examined the effectiveness of flipped classroom instruction with problem-based learning in developing problem-solving skills among grade 11 Thai language students. The study analyzed relative gain scores following the implementation of this teaching approach. Results showed that students' problem-solving skills were significantly higher post-intervention at the .05 statistical level, with an average relative gain score of 37.9 percent, indicating moderate improvement. Individual score analysis revealed that 41.66% of students achieved high-level development, 33.33% achieved medium-level development, and 25.00% achieved basic-level development, with no students reaching very high development levels. The flipped classroom approach enabled students to systematically organize their thinking, though time constraints and academic responsibilities influenced performance among lower-scoring students. The findings suggest this instructional method effectively enhances problem-solving abilities for most students, though differentiated approaches may benefit those showing minimal improvement. Recommendations include analyzing skill dimension scores to understand component relationships and comparing different skill measurements to identify strengths and areas for improvement. This method has demonstrated promising results for enhancing critical thinking and problem-solving skills in language education contexts.