A Study of Learning Achievement Using a Flipped-Classroom Model Combined with Online Cooperative Learning in Soil Mechanics Laboratory
Table 1
Results of the assessment of learners’ needs for learning with the traditional classroom model and flipped-classroom model (n = 56).
Assessment item
Assessment results
Comment level
S.D.
Traditional teaching style
1. What level are learners involved in learning?
2.75
0.44
Moderate
2. Students rarely have the opportunity to express their opinions
2.89
0.31
Moderate
3. Interaction between teacher and learner
2.20
0.40
Poor
4. Learners work together as a team
2.00
0.43
Poor
5. Learners can ask for additional knowledge from the teacher after the lesson
2.13
0.33
Poor
6. Students can review the teacher’s lesson content
2.63
0.49
Moderate
7. At what level do students have difficulty doing homework?
2.98
0.30
Moderate
Total
2.51
0.54
Moderate
Flipped classroom model
8. What is your opinion if there are ready-made lessons to study on your own before attending class on each topic?
4.52
0.50
Highest
9. To what extent do you agree if the teacher reviews the lesson before assigning students to work in class?
4.96
0.19
Highest
10. To what extent do you agree if the teaching is organized in groups (skilled, moderate, weak, in one group)?
4.50
0.57
High
11. To what extent do you agree with the cooperative learning model in group classes? It is to help weak learners be active and receive the attention of their peers and teachers
4.88
0.33
Highest
12. To what extent do you agree that the learner-centered learning model facilitates increased interaction between learners and teachers?
4.91
0.29
Highest
13. To what extent do you think online teaching management is appropriate for the COVID-19 pandemic?
4.75
0.44
Highest
Total
4.75
0.45
Highest
Bold values signify the overall needs for learning with the traditional classroom model at a moderate level and flipped-classroom model at the highest level.
