本研究旨在探討將翻轉教室教學法帶入課程中，對學生學習成效與學習滿意度之影響。本研究以準實驗研究、問卷調查方式進行，研究對象為74位大學一年級管理分析班級的學生，並將其分為兩組：實驗組(翻轉教室教學法)與控制組(傳統講述法)，教學實驗前全體實施前測測驗，教學實驗後再做後測測驗，以了解學生在學習成效上的差異，與學習滿意度的結果。
研究結果發現如下：
（1）使用翻轉教室教學法之學生在學習成效上表現優於傳統講授法之學生。
（2）使用翻轉教室教學法之學生在學習滿意度高於傳統講授法之學生。
（3）學習成效與學習滿意度呈現正相關。
最後根據本研究結果，提出研究結論、實務意涵建議、研究限制與後續研究之建議。
The purpose of this research brought the effects of flipped classroom instruction on students' learning effectiveness and learning satisfaction. The study was utilized a quasi-experimental design, and the supported by the questionnaire. There were 74 freshmen participated in management analysis course, and they were separated into two groups：The experimental group (flipped classroom instruction) and the control group (tradition lecture instruction). All the students joined pre-test before the experiment started. And after the experiment, they did the tests of learning achievement after the experiment to understand the comparative of learning
effectiveness. Finally they did the learning satisfaction questionnaire.
The conclusions were summarized as follows：
（1）The experimental group students’ learning effectivenesses were significantly superior than the control group students’ learning effectivenesses.
（2）The experimental group students’ learning satisfactions were significantly higher than the control group students’ learning satisfactions.
（3）Learning effectiveness and learning satisfaction had positive correlation.
Finally, practical implications and suggestions for future research are provided.
