STEM Education with Flipped Classroom Model to enhance the Microcontroller Application Achievement and Innovative Thinking Ability
Xiaowei Wang
Thanin Ratana-Olarn
Jirarat Sitthiworachart
The main aim of this research was to ascertain the requirements and expectations of both students and educators concerning the microcontroller course that integrates STEM education with the flipped classroom instructional model, to find out the effectiveness of the flipped model in microcontroller course that integrates STEM education through an experiment by comparing it to the traditional method in teaching the same course and to analyze the opinions of both teachers and students about using the flipped model in microcontroller course which fits in STEM education. It was a mixed-method research. A random selection process was employed to choose 67 and 5 instructors from the Microcontroller Development course. A pre-test was given, and after the intervention period, the students were given a post-test mirrored the pre-test. The aim was to measure any improvements or changes in the student's abilities in DV1 and DV2, comparing their post-intervention capabilities to their baseline levels. A semi-structured interview was used to collect qualitative data. Thematic analyses were used to analyze the qualitative data, as MANOVA statistics were used to analyze quantitative data. The study's quantitative and qualitative results suggest significant gains in understanding and applying microcontroller technology concepts, with improved scores in vital educational outcomes. Participants reported more active involvement and collaboration, which aligns with the observed increase in conceptual understanding and innovative thinking. These findings reinforce the flipped classroom's role as a valuable approach in modern STEM instruction.
Keywords: STEM education, Microcontroller course, Flipped classroom teaching, model, Traditional teaching method
