A Study of Learning Achievement Using a Flipped-Classroom Model Combined with Online Cooperative Learning in Soil Mechanics Laboratory

Table 6

Study results of students satisfaction with the flipped-classroom model combined with online cooperative learning (n = 56).

Assessment item		S.D.	Satisfaction level
1. Learners have a better understanding of the lesson content	4.18	0.51	High
2. The flipped classroom learning management model is attractive	4.77	0.47	Highest
3. Self-learning and reviewing content at any time	4.96	0.19	Highest
4. Learners have more responsibility for their studies	3.82	0.54	High
5. Learners participate in learning activities	4.71	0.46	Highest
6. Encourage students to exchange knowledge and express their opinions	4.55	0.50	Highest
7. Encourage collaborative interaction in working groups among learners	4.88	0.33	Highest
8. The timing of the learning activities is appropriate	4.18	0.43	High
9. Ordering of learning content step by step	4.66	0.48	Highest
10. Be able to apply the knowledge gained from the activities	4.52	0.57	Highest
11. The online lessons are interesting and attractive to learn	4.91	0.29	Highest
12. The media helps to enhance understanding of the lesson	4.71	0.46	Highest
13. The content is concise, complete, and easy to understand	4.84	0.37	Highest
14. The size and color of the fonts are clear	4.46	0.50	High
15. Illustrations, videos, and audio narrations are clear	4.23	0.43	High
Total average	4.56	0.54	Highest

Bold values signify the student’s satisfaction with the flipped-classroom model combined with online cooperative learning was at the highest level.