The Development of Critical Reading Ability of Undergraduate Students through Problem-Based Learning Integrated with the Flipped Classroom Approach

Abstract

     This study aimed to: 1. develop the critical reading ability of undergraduate students through problem-based learning integrated with the flipped classroom approach, with a passing criterion of 80 percent and at least 80 percent of the students meeting the required standard; and 2. examine undergraduate students’ opinions toward the implementation of learning activities using problem-based learning combined with the flipped classroom approach. The target group consisted of 28 first-year undergraduate students majoring in Elementary Education, Faculty of Education, Thepsatri Rajabhat University, who were enrolled in the first semester of the 2025 academic year. The participants were selected through purposive sampling. The instruments used in this study were classified into three categories: 1) instruments used in the intervention, which included lesson plans; 2) instruments used for reflective practice, which consisted of a teaching behavior observation form for instructors, a learning behavior observation form for undergraduate students, a post-teaching reflection form, a performance assessment form for undergraduate students, and an end-of-cycle test, and 3) instruments used for research evaluation, which included a critical reading ability test and a questionnaire on undergraduate students’ opinions. Data analysis employed quantitative analysis using the mean () and standard deviation (S.D.), while qualitative data were analyzed using content analysis.

     The results revealed that: 1. the students achieved an average score of 26.78, accounting for 89.26 percent of the total score. Twenty-five students, representing 89.28 percent of the participants, met the required criteria, which exceeded the predetermined standard, and 2. the students’ opinions toward learning management using problem-based learning combined with the flipped classroom approach were at the highest level.