A Study of Learning Achievement Using a Flipped-Classroom Model Combined with Online Cooperative Learning in Soil Mechanics Laboratory
Surawut Saekram, Prasit Pramongudomrat, Sakda Katawaethwarag, Siriphat Maneekeaw- Education
The objectives of this research were (1) to assess the appropriateness, (2) to study the learning achievement, and (3) to study the satisfaction of learners of the flipped-classroom model combined with online cooperative learning in the Soil Mechanics Laboratory. The research sample are 56 students enrolled in Soil Mechanics Laboratory, semester 1/2021, Civil Engineering and Education Program; Department of Teacher Training in Civil Engineering; Faculty of Technical Education; King Mongkut’s University of Technology North Bangkok. There were five experts in content and another 10 in education. The tools used in the research were online lessons and a learning achievement test. Another tool included a student satisfaction questionnaire with a flipped-classroom model combined with online cooperative learning. The statistics used in the research were percentage, mean, and standard deviation. The results showed (1) the overall suitability of the flipped-classroom model combined with online cooperative learning was at a high level of 4.30/5.00, (2) the overall mean exercise/quiz scores (E1/E2) of learning achievement with a flipped-classroom model combined with online cooperative learning were 85.18/81.01 (100), and (3) the overall learner satisfaction with the flipped-classroom model combined with online cooperative learning was at the highest level of 4.56/5.00.