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Investigating the Online Game-based and Group-Based Flipped Online Learning of Drug Abuse Prevention on Learning Achievement Among Grade 10 Students in Bangkok, Thailand

ACPES Journal of Physical Education, Sport, and Health (AJPESH) · Vol. 1 No. 2 (2021) · pp. 96–103

DOI
10.15294/ajpesh.v1i2.48083
ISSN
2797-0426
Published
2021-12-10
Publisher
Universitas Negeri Semarang (UNNES) in cooperation with ACPES (ASEAN Council of Physical Education and Sport)
Language
eng

Abstract

This study was examined the effect of the online Game-based learning versus the Group-Based Flipped Classroom online learning experiences about drug abuse prevention on the learning achievement among grade 10 students in Bangkok, Thailand. Classroom action research was implemented among grade 10 students at high school in Bangkok selected through purposive. Two comparable classrooms were assigned to either the online game-based learning or group-based flipped online learning for 2 weeks. The instruments employed in the study consisted of: (1) a flipped classroom model with online group investigation, (2) an online game-based model as individual learning, (3) the learning achievement—drug abuse prevention cognitive test. Independent t-test was analyzed to test the effectiveness of the two interventions. It revealed there was a significant difference in the learning achievement of drug abuse prevention given to those who were exposed to online game-based learning and those who were exposed to group-based flipped classroom online learning (t= 3.945, n1= 43, n2= 39, p= 0.000). From the study, high school students who were exposed to the online game-based learning performed better to those exposed to group-based flipped classroom online learning. Teachers are to encourage students to use individual learning to improve performance.

Collaboration network of the authors

9 authors · 17 co-authorship links

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Co-authorOrganisationJoint articles
Suthira MuangnapoeAffiliation unknown2
Kanyarat KhamwichaiAffiliation unknown1
Natchapat YurahanAffiliation unknown1
Pimpa MoungsirithumAffiliation unknown1
Thanma LaipatAffiliation unknown1
Rapeepat SrimalaAffiliation unknown1
Pongsatorn SukityarnAffiliation unknown1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/sju/index.php/ajpesh/oai, first harvested 5 Nov 2026, last seen 5 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Investigating the Online Game-based and Group-Based Flipped Online Learning of Drug Abuse Prevention on Learning Achievement Among Grade 10 Students in Bangkok, Thailand</dc:title>
	<dc:creator>Srisiri, Sununta</dc:creator>
	<dc:creator>Mootin, Songmongkorn</dc:creator>
	<dc:description xml:lang="en-US">This study was examined the effect of the online Game-based learning versus the Group-Based Flipped Classroom online learning experiences about drug abuse prevention on the learning achievement among grade 10 students in Bangkok, Thailand. Classroom action research was implemented among grade 10 students at high school in Bangkok selected through purposive. Two comparable classrooms were assigned to either the online game-based learning or group-based flipped online learning for 2 weeks. The instruments employed in the study consisted of: (1) a flipped classroom model with online group investigation, (2) an online game-based model as individual learning, (3) the learning achievement—drug abuse prevention cognitive test. Independent t-test was analyzed to test the effectiveness of the two interventions. It revealed there was a significant difference in the learning achievement of drug abuse prevention given to those who were exposed to online game-based learning and those who were exposed to group-based flipped classroom online learning (t= 3.945, n1= 43, n2= 39, p= 0.000). From the study, high school students who were exposed to the online game-based learning performed better to those exposed to group-based flipped classroom online learning. Teachers are to encourage students to use individual learning to improve performance.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Semarang (UNNES) in cooperation with ACPES (ASEAN Council of Physical Education and Sport)</dc:publisher>
	<dc:date>2021-12-10</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:type xml:lang="en-US">Peer-reviewed Article</dc:type>
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	<dc:identifier>https://journal.unnes.ac.id/sju/ajpesh/article/view/48083</dc:identifier>
	<dc:identifier>10.15294/ajpesh.v1i2.48083</dc:identifier>
	<dc:source xml:lang="en-US">ACPES Journal of Physical Education, Sport, and Health (AJPESH); Vol 1 No 2 (2021); 96-103</dc:source>
	<dc:source>2797-0426</dc:source>
	<dc:source>10.15294/ajpesh.v1i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://journal.unnes.ac.id/sju/ajpesh/article/view/48083/20520</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2021 ACPES Journal of Physical Education, Sport, and Health (AJPESH)</dc:rights>
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