A Blended Flipped Classroom Learning Model to Develop Academic Achievement according to the Specified Performance Agreement

Abstract

This research aimed to: (1) develop and evaluate the appropriateness of a blended flipped classroom learning model to enhance academic achievement in accordance with the performance agreement (PA); (2) develop and assess the quality of a self-learning module for Intermediate Accounting 1; and (3) implement and evaluate the outcomes of the developed model. The study employed a research and development (R&D) design. The research population consisted of 37 first-year students enrolled in the Diploma in Accountancy Program at Thonburi Commercial College. Research instruments included appropriateness and quality assessment forms, achievement tests, questionnaires, and learner satisfaction surveys. Data were analyzed using percentage, mean, standard deviation, reliability, and consistency index.

The results showed that the developed blended flipped classroom learning model consisted of four stages: Preparation, Instructional Process, Learning Evaluation, and Learning Outcomes Evaluation. The model was evaluated at the highest level of appropriateness. The self-learning module for Intermediate Accounting 1, comprising seven units, was also rated at a high level of quality with strong internal consistency. Implementation of the model was fully consistent with the designed process, with all students completing the required learning activities. Academic achievement exceeded the PA benchmarks, with average theoretical scores of 87.40/86.72 percent and practical scores of 75.45 percent. All students achieved a final grade of 2 or higher, and learner satisfaction was rated at the highest level.