The Development of a Curriculum to Enhance Japanese Reading Comprehension Using the Flipped Classroom Approach for Grade 11 Students at Nanoi School

Abstract

This research article aimed to: 1) develop and examine the quality of a curriculum for promoting Japanese reading comprehension using the flipped classroom approach for grade 11 students 2) investigate the effects of implementing the curriculum for promoting Japanese reading comprehension using the flipped classroom approach for grade 11 students. The sample consisted of 20 grade 11/4 students from Nanoi school, Nanoi district, Nan province, under the secondary educational service area office of Nan, during the second semester of the 2025 academic year. The participants were selected through cluster sampling. This study employed a one-group pretest–posttest pre-experimental research design. The research instruments included the curriculum, a curriculum manual, and achievement tests. The statistical methods used for data analysis were percentage, mean, standard deviation, and t-test.

The research found that:

1. The development and quality validation of the curriculum for promoting Japanese reading comprehension using the flipped classroom approach resulted in a curriculum consisting of seven components: 1) background and significance of the curriculum 2) curriculum principles 3) curriculum objectives 4) content structure 5) learning management guidelines 6) instructional media and learning resources 7) measurement and evaluation. Overall, the curriculum and the curriculum manual were rated at the highest level of appropriateness.
2. The results of implementing the Japanese reading comprehension enhancement curriculum, based on the flipped classroom approach, for Grade 11 students were found to be highly appropriate ( = 4.54, S.D. = 0.59). The mean score of students’ Japanese reading comprehension ability after the instruction was significantly higher than before the instruction at the .05 level of statistical significance.