Variables Influencing Learner Achievement and Satisfaction in a Flipped Classroom

This study was aimed at exploring variables influencing two main learning outcomes, learner achievement and satisfaction, in a flipped classroom at a university setting. The study took the learner and teacher factor into account. After literature review of relevant studies in this field, this study included independent variables, motivation, participation (before-class, while-class, and after-class participation), and teacher attitude as perceived by students collected from a survey questionnaire of 35 English-major students. Correlation and multiple-regression analyses were conducted to look into the relationships among the variables, followed by focus group interviews. The statistical analyses produced the following results: 1) learner achievement was accounted for by one variable, before-class participation; and 2) learner satisfaction was accounted by one variable, while-class participation. Further focus group interviews corroborated that students’ online participation prior to offline classes led to a greater achievement, and that students’ active participation during class contributed most to their satisfaction in the flipped classroom while student achievement and satisfaction had a strong correlation to each other. Pedagogical implications are discussed in the paper.