Abstract

This study aims to: (1) compare critical thinking ability in the course of Trends of Mathematics Teaching of fourth-year undergraduate students who attended the instruction based on flipped classroom approach with criteria of the course at 70 percent and (2) compare attitudes toward mathematics of fourth-year undergraduate students before and after attending the instruction based on flipped classroom approach. Sample of the study was 115 fourth-year undergraduate students who were studying in mathematics teacher preparation program at the Faculty of Science and Technology, Suan Dusit University and selected by purposive sampling. These undergraduate students were studying in “Trends of Mathematics Teaching” course in the first semester of 2017 academic year. Instructional activities in the course were based on lesson plans which were designed focusing on flipped classroom approach. At the end of the course, the undergraduate students had to complete a test focusing on critical thinking in trends of mathematics teaching by results of the IOC analysis that revealed every test item had IOC scores at 1.0 which were greater than the criteria at 0.5 and a questionnaire on attitudes towards mathematics by results of the IOC analysis that revealed every test items had IOC scores ranging from 0.67 – 1.00 which were greater than the criteria at 0.5. The collected data were analyzed for mean, standard deviation, one-sample t-test, and pair-sample t-test.

The study revealed that: (1) the critical thinking ability of the undergraduate students who were in the instruction based on flipped classroom approach is statistically higher than 70% at the alpha level of 0.01 and (2) the attitudes toward mathematics of the undergraduate students after attending the instruction based on flipped classroom approach is statistically higher than those prior to attending the instruction based on flipped classroom approach at the alpha level of .01.

Keywords: Instruction Based on Flipped Classroom Approach, Critical Thinking, Attitude Toward Mathematics