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

Abstract

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.