A non-equivalent control-group study assigned 60 grade-11 vocational students to FPBL or conventional history instruction and measured behavioural, emotional and cognitive engagement plus historical critical thinking at three time points.
Key findings
- The FPBL group improved more across all engagement domains and historical-source analysis, contextualisation and argument synthesis. The proposed mechanism combines pre-class preparation, collaborative inquiry and reflection.
Why this matters globally
Making history inquiry relevant to vocational learners is globally important. Larger studies should separate the contributions of flipped delivery, projects and teacher effects.
Thai researcher contribution
A Rajamangala University of Technology Krungthep-linked team contributed to the design and evaluation of vocational pedagogy.
Limitations to consider
The sample was small and non-randomised, with possible baseline and teacher effects. Follow-up and blinding are unclear, and one setting may not generalise.