A Study of Learning Achievement Using a Flipped-Classroom Model Combined with Online Cooperative Learning in Soil Mechanics Laboratory
Table 2
Results of the assessment of teachers’ needs for learning with the traditional classroom model and flipped-classroom model (n = 5).
Assessment item
Assessment results
Comment level
S.D.
Traditional teaching style
1. At what level are learners involved in classroom learning?
3.20
0.45
Moderate
2. Students rarely have the opportunity to express their opinions
3.00
0.00
Moderate
3. Interaction between teachers and students in the classroom
2.80
0.45
Moderate
4. Learners work together as a team
3.00
1.00
Moderate
5. Instructors can verify that learners are working on their assignments
2.80
1.30
Moderate
Total
2.96
0.73
Moderate
Flipped classroom model
6. What is your opinion if there are ready-made lessons to study on your own before attending class on each topic?
5.00
0.00
Highest
7. To what extent do you agree if the teacher reviews the lesson before assigning students to work in class?
4.80
0.45
Highest
8. To what extent do you agree if the teaching is organized in groups (skilled, moderate, weak, in one group)?
3.80
0.84
High
9. To what extent do you agree that the cooperative learning model in group classrooms is helpful for weak learners to gain the attention of friends and teachers?
3.80
0.84
High
10. To what extent do you agree that the learner-centered learning model facilitates increased interaction between learners and teachers?
4.00
0.71
High
11. To what extent do you agree that online teaching management helps to improve theoretical teaching during the COVID-19 pandemic?
4.00
1.00
High
Total
4.23
0.82
High
Bold values signify the overall needs for learning with the traditional classroom model at a moderate level and flipped-classroom model at a high level.
