| Summary: | 博士 === 國立中央大學 === 資訊工程學系 === 103 === Flipped classroom approach has recently gained prominence in education. However, a review of previous studies shows that the relationship associated with student perceptions and learning outcomes is still remained unexplored and rare discussion was stated regarding flipped classroom environment. To fill this gap, this study tends to provide a further study by developing an empirical study, extending perspectives of research for flipped classroom in education. This study was conducted to respond investigate two main student perceptions in a flipped pre-calculus course, namely, situational interest and course satisfaction. By the self-developed perception measures, situational interest contained feeling, value, and topic interest three factors while course satisfaction contained course design, system quality, course arrangement, and online assessment four factors. To respect the figure out factors on final grades, we assessed the predicting power among those factors. Students’ feedback, perceptions and learning outcomes were also evaluated to provide a holistic profile of this flipped course. Results showed topic interest in situational interest predict the final grades while course design in course satisfaction predicting the final grades (Quantitative). Moreover, some suggestions to effectively implement a flipped course were also provided from students’ learning feedback (Qualitative). The implications of the results were provided for instructors’ guidance in implementing flipped classroom. Finally, the study concluded that students’ perceptions may be considered as motivational strategies in teaching and learning process to involve students in academic activities for affecting their grades in flipped course.
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