SUPPORTING CONCEPTUAL AND COGNITIVE PROGRESSION: INTEGRATING FLIPPED DESIGN AND PEER INSTRUCTION INTO  AN UPPER-SECONDARY PHYSICS TUTORIAL MODEL

Arunee Eambaipreuk; Narumon Emarat; Kwan Arayathanitkul

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SUPPORTING CONCEPTUAL AND COGNITIVE PROGRESSION: INTEGRATING FLIPPED DESIGN AND PEER INSTRUCTION INTO AN UPPER-SECONDARY PHYSICS TUTORIAL MODEL

Title	SUPPORTING CONCEPTUAL AND COGNITIVE PROGRESSION: INTEGRATING FLIPPED DESIGN AND PEER INSTRUCTION INTO AN UPPER-SECONDARY PHYSICS TUTORIAL MODEL
Publication Type	Journal Article
Year of Publication	2026
Authors	Eambaipreuk, A, Emarat, N, Arayathanitkul, K
Journal	Journal of Baltic Science Education
Volume	25
Issue	4
Start Page	617-630
Pagination	Continuous
Date Published	August / 2026
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	flipped design, peer instruction, physics tutorials, SOLO taxonomy, upper-secondary physics
Abstract	A tutorial model for upper-secondary physics that combines peer instruction and a flipped design was developed to replace a lecture-based teaching approach. Implemented in two upper-secondary schools (N = 149), the intervention integrated pre-class preparation, structured worksheets, demonstrations, peer discussions, and mini-laboratories. Learning outcomes were evaluated through pre/post-tests, SOLO taxonomy coding, and semi-structured interviews, with test and interview protocols thoroughly examined for content validity (IOC = 0.73) and reliability (KR-20 = 0.78). A paired-samples t-test indicated significant improvements in students' conceptual understanding and problem-solving skills (p < .001, Cohen’s d = 3.72 and 5.21), alongside substantial normalized gains (g = 0.76 and 0.77). Consistent with these quantitative results, SOLO analysis revealed a progression from prestructural and unistructural reasoning toward predominantly relational reasoning across the three physics topics. Thematic analysis of interview data (n = 34) further suggested that scaffolded worksheets and collaborative sense-making appeared to help students overcome cognitive bottlenecks, while also showing positive links to their engagement and confidence. Together, these findings suggest that a tutorial model integrating peer instruction and a flipped design can offer a viable pedagogical strategy for supporting conceptual and cognitive progression in physics.
URL	https://oaji.net/articles/2026/987-1789235123.pdf
DOI	10.33225/jbse/26.25.617
Refereed Designation	Refereed
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