Enhancing Student Computational Thinking Skills by use of a Flipped-Classroom Learning Model and Critical Thinking Problem-Solving Activities: A Conceptual Framework

Abstract

This study set out to investigate the potential for increasing Thai undergraduate student computational thinking skills
(CTS) by use of flipped-classroom teaching techniques integrated with critical thinking problem-solving activities. The
proposed study will use mixed research methods to combine elements of both qualitative and quantitative research approaches.
Additionally, the IPO Model was adopted for the study in which there were input, process, and outcome components. Using
this methodology, the input in the process of learning management is the implementation of the learning management model.
The outcome is the result of learning with the model. The proposed study’s quantitative approach will make use of a
questionnaire using a five-level Likert type agreement scale. A panel of seven experts has already been convened to assess the
flipped classroom learning management model. LISREL 9.1 is proposed to conduct the descriptive statistical analysis which
will include the mean (x̅) and standard deviation (S.D.). The contribution to the literature and society from the study is the
critical nature of critical thinking problem-solving skills and CT in education and industry. These are thus the initiators of
innovation and creativity.