Learning Achievement of Online Learning Based on Flipped Classroom on Force Analysis

Abstract

The COVID-19 pandemic has affected education institutes all around the world, as well as in Thailand’s education institutes where the approach of education replaced traditional (on-site) learning with online education. The consequences of these changes may contribute adversely affects students’ learning achievement. Hence, the objective of this study is to assess learners’ learning achievement who were thought by online learning with the concept of a flipped classroom and aim to study the level of acceptance of those students towards online learning based on the concept of a flipped classroom. The methodology of this study is a quasi-experimental research model using one group pretest-posttest design, sampling group is 30 students who were tested before and after learning which contains 35 items of questions, following by assess the level of acceptance towards online learning based on the concept of a flipped classroom.

The results showed that mean scores of the pretest and posttest are 11.03 and 25.67 respectively. For acceptance level of online learning based on flipped classroom concept in the topic of force analysis were assessed at very acceptable level with 4.39 of mean and standard deviation of .503. Once comparing the difference between pretest and posttest found the t-test statistical value was 26.821 and Sig. was .001. Concluded that after students learned the topic of force analysis by online learning based on the concept of a flipped classroom, they had a statistically significantly higher learning achievement at .05 and found that there is the high acceptable level.