INTEGRATING AI IN FLIPPED CLASSROOM MODEL FOR ENHANCING COLLEGE STUDENTS’ CRITICAL THINKING SKILLS IN READING COMPREHENSION
Abstract
Integrating A.I. into the flipped classroom model for critical thinking in reading comprehension provides a powerful combination that can significantly enhance student learning outcomes. A.I. tools can improve critical thinking and reading comprehension by providing instant feedback, encouraging active learning, and adjusting the learning experience to the specific needs of each student. Using the critical thinking framework, we used a quasi-experimental method to enhance students’ critical thinking skills in reading comprehension. We analyzed the pretest and post-test results using paired t-tests. The reading comprehension class had 47 fourth-semester students. The study found that incorporating A.I. into the flipped classroom model improved students’ critical thinking skills for reading, including accuracy, clarity, precision, depth, relevance, and logic, with a mean score of 76.542 compared to 35.841 in the pretest. Students perceived the adoption of this paradigm as effective for self-directed learning. This study suggests that a supportive teaching environment that allows students to self-study before class can effectively combine the use of artificial intelligence in flipped classrooms with critical thinking skills in reading comprehension. Additionally, students had favorable opinions of the A.I. integration, emphasizing its capacity to give individualized learning experiences and immediate feedback. The findings imply that incorporating A.I. into the flipped classroom can effectively boost students’ critical thinking skills in reading. The study adds to the expanding corpus of studies on the potential of A.I. in education, emphasizing its ability to improve student learning outcomes.
Keywords: AI, flipped classroom, critical thinking skill, reading comprehension
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