أثر التفاعل بين أساليب الإبحار في التعليم المقلوب و مستويات تجهيز المعلومات في الدافع المعرفي لدى طالبات الدراسات العليا بكلية التربية = The Impact of the Interaction between Methods Navigate in the Flipped Learning Environment and the Level of Information Processing in the Motivation of Cognitive Development among Female Students from the Diploma Program , Faculty of Education

2016 ◽  
pp. 113-153
Author(s):  
هويدا سعيد عبد الحميد
Keyword(s):  
Information Processing ◽  
Cognitive Development ◽  
Learning Environment ◽  
Female Students ◽  
Flipped Learning ◽  
Faculty Of Education ◽  
Diploma Program ◽  
The Impact

scholarly journals STUDENTS’ CONFIDENCE IN THEIR FINANCIAL MANAGEMENT ABILITIES: THE ROLE OF SOCIO-DEMOGRAPHIC CHARACTERISTICS AND EDUCATION

2014 ◽  
Vol 58 (1) ◽  
pp. 108-117
Author(s):  
Francka Lovšin Kozina ◽  
Nina Ponikvar
Keyword(s):  
Financial Literacy ◽  
Educational Level ◽  
Financial Management ◽  
Formal Education ◽  
Female Students ◽  
Business Studies ◽  
Management Capability ◽  
Faculty Of Education ◽  
The Impact

The aim of this study was to investigate the impact of gender, age, parent’s education, scholarship and students’ education on students’ confidence in their financial management capability and knowledge. In the research, 259 students participated from two different faculties – the Faculty of Education and the Faculty of Economics. This investigation has revealed that the likelihood of students’ confidence in their financial management capability and knowledge is significantly smaller for students who do not specialize in economics or business studies, and for female students. The likelihood of confidence in their financial management capability and knowledge also statistically significantly increases with the father’s educational level, but, interestingly, not with the mother’s. The results also showed, although it is not statistically significant, that students on scholarships on average express a higher confidence in their financial management capability and knowledge. Therefore, the adequacy of the current educational policy (formal and non-formal education) should be considered. Key words: confidence, education, financial literacy, money management, perception.

scholarly journals The Impact of Using Flipped Learning Strategy on Developing Listening Skills of 7th Grade Female Students in the United Arab Emirates

2021 ◽  
Vol 12 (5) ◽  
pp. 661-670
Author(s):  
May A. Awad ◽  
Ibtehal M. Aburezeq
Keyword(s):  
United Arab Emirates ◽  
Learning Strategy ◽  
Positive Impact ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Listening Skills ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study aimed to examine the impact of Flipped Learning Strategy on developing listening skills of 7th grade female students in the United Arab Emirates. The study sample consisted of (44) female students selected by using the convenience sampling method from the Emirates Private School during the academic year of 2019 -2020. Those female students were distributed into two groups: An experimental group (22 students) and control group (22 students). The experimental group was taught the listening skills by using the Flipped Learning Strategy, and the control group was taught by the traditional method. To achieve the purpose of the study and answer its questions, a listening skills test was developed and its validity and reliability were also checked. At the end of the experiment which lasted for six weeks, the post-test of listening skills was carried out. The appropriate statistical methods were used to analyze the collected data. The results of the study showed that there were statistically significant differences between the two groups in the total score of the listening post-test and its three levels (audible discrimination, audible interpretation, audible criticism in favor of the experimental group. This indicates that the flipped learning strategy had a positive impact on developing the listening skills of sample students. Given such results, a number of recommendations were provided.

The Impact of Collaborative Learning on Web Quest Strategy Used in Learning Educational Psychology

2018 ◽  
Vol 13 (4) ◽  
pp. 77-90 ◽  
Author(s):  
Mona Hamid Abu Warda
Keyword(s):  
Saudi Arabia ◽  
Collaborative Learning ◽  
Educational Psychology ◽  
Teaching And Learning ◽  
Positive Influence ◽  
Female Students ◽  
Qualitative Approaches ◽  
Faculty Of Education ◽  
The Impact ◽  
Academic Year

This article is aimed to investigating the influence of a web quest strategy on achievement, and whether collaborative learning can maximize the effectiveness of a web quest used as a medium in teaching and learning educational psychology among the female students at Al Majmaa University in Saudi Arabia. Quantitative and qualitative approaches were used in this strategy to investigate the effectiveness of using web quest as a medium of teaching and collaborative learning in Educational Psychology. The questionnaire used was an adaption from the study of Dodge. Each item in the questionnaire was based on a Likert scale which is scores of 1,2,3,4 and 5. While, for the quantitative study, a total of 33 students participated in the interview in order to identify the perception towards collaborative learning and web quest use. Study individuals consisted of 65 female students enrolled in the faculty of education at Al Majmaa University in Saudi Arabia, in the academic year 2014-2015. These women were distributed into two groups; the first group was the experimental group consisting of 33 students who studied using a web quest strategy and the other group was the control, consisting of 32 students who were taught using the conventional method. The results indicate that collaborative learning did not show positive influence, web quest used alone still shows improvement on students' learning outcomes.

scholarly journals The Effect of the Flipped Learning Strategy in Science Teaching on Developing the Motivation to Learn among Primary School Students in Jordan

2022 ◽  
Vol 12 (1) ◽  
pp. 133
Author(s):  
Manal Abdul Karim Al-Momani
Keyword(s):  
Secondary School ◽  
Learning Strategy ◽  
Female Students ◽  
Motivation To Learn ◽  
Flipped Learning ◽  
Primary School Students ◽  
School Students ◽  
Significant Difference ◽  
The Impact ◽  
Experimental Group

This study aimed to investigate the impact of the flipped learning strategy on developing motivation to learn, and to achieve this goal; the study sought to answer the following question: What is the flipped learning strategy's effect on developing the motivation to learn among 7thgrade students in the science subject compared to the usual method? The study sample was chosen by the intentional method, as the number of the sample reached (80) female students of the seventh grade at the Ebein Secondary School in the Ajloun Education Directorate. The study was divided into two groups. The first consisted of (40) students who studied using the flipped learning strategy, and the second consisted of (40) students also studied in the usual way. To achieve the goal of the study, the researcher prepared the five-stage learning motivation scale. The study showed the following result. A significant difference (0.05 ≤ α) was found due to the use of the flipped learning method in testing motivation to learn and in favor of the experimental group.   Received: 6 January 2021 / Accepted: 2 September 2021/ Published: 3 January 2022

scholarly journals Development and Validation of Technology Enhanced Learning Framework Driven by Flipped Methodology Learning Environment

2019 ◽  
Vol 38 (3) ◽  
pp. 667-686
Author(s):  
Kifayat Ullah ◽  
Syed Tasweer Hussain Shah ◽  
Syed Muhammad Ali ◽  
Alveena Khan
Keyword(s):  
Educational Technology ◽  
Learning Environment ◽  
Learning Strategy ◽  
Technology Enhanced Learning ◽  
Learning Approach ◽  
Flipped Learning ◽  
Effective Learning ◽  
Response System ◽  
The Impact ◽  
Enhanced Learning

Technology has contributed in every aspect of society. Academics is not an exception. The management of educational technology has come up with exceptional results in the new paradigm of learning environment. In recent years, flipped learning approach has gained much popularity and has been more widely accepted and adopted as a driving force for enabling active learning. This paper defines the formulation of novel framework, inspired by flipped learning approach, leading to effective learning environment. It also describes a novel extension of student-centered learning by integrating educational technology, technology enhanced learning strategy, student questions generation and instant response system into the higher education. It also examines the impact of this extension on student learning engagement, motivation, attitude, and calculating the impact of acceptance for unconventional education on the overall system. The result indicated that effective learning environment has a significant positive effect on learning motivation and engagement. The result showed that the constructs of education technology, technology enhanced learning strategy, students question generation and instance response system in the presence of “impact of acceptance for unconventional education” has an effect on formulating effective learning environment. Research recommendations are given on the basis of results of the study.

Sign in / Sign up

Export Citation Format

Share Document