Enhancing Problem-Solving Competencies for Engineering Students Using Flipped Classroom: A Case Study in a College Physics Course in Vietnam

The purpose of this study is to evaluate the impact of flipped classroom using an instructional design on the physics competencies of engineering students. In this context, a mixed research method was used. In the quantitative session, a pre-test/post-test control group study was used using the problem-solving test.  As for the qualitative session, the qualitative method was used using a semi-interview as a data collection instrument. In the experimental group, flipped learning using an instructional design was used, while in the control group the conventional method was applied. The first-year engineering students of the electrical and electronic engineering department at Cao Thang Technical College participated in the study. The independent sample t-test was used to test the mean scores on students’ problem-solving competency in physics between the experimental and control groups. The thematic analysis method was conducted to analyze the interview data. The results demonstrated that there is a difference in the scores on students ‘problem-solving competency in physics between the experimental and control groups. Students ‘view on the problem-solving competency in physics with flipped learning using instructional design revealed that using instructional design for flipped classroom helps them identify and mobilize learned knowledge to solve problems because they have more time in class to integrate what they have learned.