THE DEVELOPMENT OF NANO-LEARNING LESSONS COMBINED WITH FLIPPED CLASSROOM AND TASK-BASED LEARNING TO IMPROVE LEARNING ACHIEVEMENT IN THAI LANGUAGE SUBJECTS FOR GRADE 9 STUDENTS

Abstract

The objectives of this article were. To develop and improve the effectiveness of nano-learning lessons in conjunction with flipped classrooms and task-based activities to improve Thai language learning outcomes for third-year high school students. 2. To compare the learning outcomes in the Thai language, specifically complex sentence structures, of third-year high school students before and after implementing nano-learning lessons, flipped classrooms, and task-based activities. 3. To examine the degree of satisfaction that third-year high school students experienced after taking part in task-based learning, flipped classrooms, and nano-learning classes. Samples were 36 pupils from PhichitPittayakom School's Class 3/10 in the academic year 2566. They were chosen at random using the classroom as the sampling unit. The research tools used included: 1. Instruction in complex sentence patterns by nano-learning. 2. A learning management system for third-year high school pupils that addressed complicated sentence constructions. 3. Learning outcomes were measured using. Pre-tests and post-tests. 4. survey of satisfaction. Standard deviations, averages, percentages, and the t-test for dependent samples were all used in statistical analysis.

Research findings revealed that: 1. The effectiveness and engagement of nano-learning lessons, which were delivered as brief video snippets lasting less than three minutes, improved learning opportunities and knowledge retention. Task-based learning and collaborative activities using flipped classrooms yielded an efficacy rating of 83.75/82.92. 2. At the 0.05 significance level. Third-year high school students' post-test results for Thai language learning outcomes were substantially greater than their pre-test results. 3. With an average satisfaction rating of 4.75 and a standard deviation of 0.44, third-year high school students who took part in nano-learning classes, flipped classrooms, and task-based activities had, overall, the highest satisfaction.