Relationship between flipped classroom effectiveness and satisfaction: the case of Vietnamese pre-service teachers

Abstract

The study examines student satisfaction with the flipped classroom (FC) model in teacher education in Vietnam and investigates the mechanisms through which contextual factors influence satisfaction. The study integrates service performance (SERVPERF) and the technology acceptance model (TAM) to propose a structural model in which perceived learning effectiveness (EFF) serves as a mediating variable linking service quality and technological quality (LMS) to student satisfaction (SA). Data were collected from 871 first-year pre-service teachers and analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that students generally report positive satisfaction with FC. EFF emerges as the strongest direct predictor of satisfaction and a key mediating mechanism. Learning materials and facilities show the strongest effects on EFF, followed by the LMS and academic as well as technical support, while instructor quality does not exhibit a significant direct effect. The findings highlight that student satisfaction is primarily driven by perceived learning value rather than isolated contextual factors, offering important implications for optimizing the design of FC in higher education.