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Please use this identifier to cite or link to this item: https://rsuir-library.rsu.ac.th/handle/123456789/3382
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dc.contributor.advisorTechameth Pianchana-
dc.contributor.authorQi Jiang-
dc.date.accessioned2026-06-23T06:01:45Z-
dc.date.available2026-06-23T06:01:45Z-
dc.date.issued2025-
dc.identifier.urihttps://rsuir-library.rsu.ac.th/handle/123456789/3382-
dc.descriptionThesis (M.Ed. (Curriculum and Instruction)) -- Rangsit University, 2024en_US
dc.language.isoenen_US
dc.publisherRangsit University. Libraryen_US
dc.subjectEnglish language -- Reading -- Study and teachingen_US
dc.subjectFlipped classroomsen_US
dc.subjectReading abilityen_US
dc.subjectJunior high school students -- Education -- Chinaen_US
dc.titleThe development of English reading skill through flipped classroom of grade 8 students in Anhui Province, Chinaen_US
dc.typeThesisen_US
dc.description.other-abstractThis study aimed to investigate the improvement of Grade 8 Chinese students' English reading skill through the flipped classroom model and to assess their satisfaction with this approach. A cluster random sampling of 35 Grade 8 students from a school in Anhui Province, China, was selected, comprising a mixed-gender group with varying English proficiency. Data were collected through a pre-test and a post-test on reading skill and a satisfaction questionnaire as well as a focus group interview. Data analysis included a paired sample t-test for the assessment of reading skills and descriptive statistics (Mean and SD) for the satisfaction questionnaire, and thematic analysis for the focus group interview. The results showed significant improvement in students' reading skill, with posttest scores (Mean = 8.34, SD = 2.46), notably higher than pre-test scores (Mean = 16.23, SD = 3.04). The p < 0.01 confirmed the effectiveness of the flipped classroom model in enhancing English reading skill. The satisfaction questionnaire revealed high ratings across all categories, with scores for Interest (Mean = 4.18, SD = 0.80), Engagement (Mean = 4.17, SD = 0.74), and Efficacy of the flipped classroom on reading (Mean = 4.29, SD = 0.77). In the focus group interview, students expressed positive perceptions of interest, engagement, and efficacy improvement through this teaching model. The study concluded that the flipped classroom model was effective in improving English reading skill and in fostering high satisfaction levels, supporting its potential as a successful strategy for language learning in junior high schools in Chinaen_US
dc.description.degree-nameMaster of Educationen_US
dc.description.degree-levelMaster's Degreeen_US
dc.contributor.degree-disciplineCurriculum and Instructionen_US
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