Design a problem-based flipped classroom learning environment to promote postgraduates’ research writing performance and perception

This study aimed to examine writing performance, critical thinking tendency, and research writing reflection among postgraduates with different reading levels across different subject professional backgrounds. A problem-based flipped classroom learning environment was implemented to enhance graduates' research writing performance and perceptions. A total of 28 first-year postgraduates participated. The result revealed significant differences in research writing performance and critical thinking tendency between students with low reading levels (LRL) and those with high reading levels (HRL). Additionally, an interaction effect was observed between reading level and subject professional background on graduates' critical thinking tendencies. In the LRL group, the critical thinking tendency of students in this major is significantly higher than that of students in non-majors. Furthermore, Epistemic Network Analysis (ENA) indicated significant differences in research writing reflections between students with different reading levels and pre-test and post-test. However, no significant differences were found across different subjects professional backgrounds. These findings demonstrate that problem-based flipped classroom learning can improve research writing performance and perception. From the teaching perspective, it provides a reference for writing instruction.