Abstract
This paper presents data from 417 undergraduate students on the relationship between the flipped classroom (FC) approach and students' learning satisfaction (SAT), as well as the impact of online learning anxiety (OLA) in the context of Saudi Arabian higher education. A 5-Likert scale questionnaire with 74 items on students' demographic information, flipped classroom approach, learning satisfaction, and online learning anxiety was used to collect the data. The dataset will be a valuable resource for policymakers, stakeholders, and academics seeking to better understand the most effective ways to implement the flipped classroom approach.