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This study aims to investigate the effect of FC towards student engagement and satisfaction in learning activities at the university level through experimental research with a random control trial for 10 weeks. Participants were allocated to FC (n = 20) and the control group (n = 20). There were main findings in this study. First, for male students, there were differences value in behavior engagement (p = 0.001, d = 0.81), emotional engagement (p <.001, d = 0.97), cognitive engagement (p < .001, d = 0.95) and satisfaction in teaching method (p <.001, d = 0.89), facilities in university (p < .001, d = 0.95) in the FC group at the pre-test and post-test. Whereas, in the control group, significant differences occurred in satisfaction towards facilities in university (p <.001, d = 0.98) but no difference found for other aspects. Second, for female students, there were differences value in behavior engagement (p = 0.003, d = 0.78), emotional engagement (p <.001, d = 0.88), cognitive engagement (p = 0.002, d = 0.73) and satisfaction in teaching method (p < .001, d = 0.93), facilities in university (p = 0.005, d = 0.72) in FC group at the pre-test and post-test stages. Whereas in the control group a significant difference occured in the behavior engagement (p < .001, d = 0.92) and satisfaction towards facilities in university (p = 0.002, d = 0.79). Thus, we emphasize that FC has proven effective in increasing the engagement and satisfaction of students at the university level.
