فاعلية التعلم المقلوب بالفيديو الرقمي (العادي / التفاعلي) في تنمية مهارات تصميم الفيديو التعليمي وإنتاجه لدى طالبات جامعة الأقصى بغزة = The Effectiveness of Two Types of Flipped Learning with Digital Video : (Normal and Interactive) in Developing the Skills of Designing and Producing the Educational Video among the Female Students at Al-Aqsa University of Gaza

2018 ◽  
Vol 6 (12) ◽  
pp. 65-78
Author(s):  
حرب ، سليمان أحمد سليمان
Keyword(s):  
Digital Video ◽  
Female Students ◽  
Educational Video ◽  
Flipped Learning

scholarly journals The Effectiveness of Using the Flipped Learning Strategy Using Pen Tablet in the Achievement and Motivation towards Mathematics among Tenth Grade Female Students in Wadi Al-Seer District: فاعلية استخدام استراتيجية التعلم المقلوب باستخدام Pen Tablet في التحصيل والدافعية نحو مادة الرياضيات لدى طالبات الصف العاشر الأساسي في لواء وادي السير

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Suha Mohammad Amawi, Hamzeh Abd alftah Alassaf
Keyword(s):  
Learning Strategy ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Significant Difference ◽  
Tenth Grade ◽  
Pen Tablet ◽  
Level Of Significance ◽  
And Control ◽  
Experimental Group

This study aimed to identify the effectiveness of flipped learning strategy using pen tablet in the achievement and motivation towards mathematics among tenth grade female students in Wadi Al-Seer district. The study used a Quasi-experimental design, Where the study was applied to a sample of (93) female students from the tenth grade, it was divided into (48) female students in the experimental group and (45) female students in the control group. The experimental group was taught using a flipped learning strategy by activating the pen tablet, while the control group studied in the traditional way. The Study tools were used achievement test and Motivation scale for learning mathematics. The results of the study showed a statistically significant difference at the level of significance (α = 0.05) between the mean achievement of female students in mathematics in the two experimental and control groups on the post test for the benefit of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (15.96) of (20), The results also showed a statistically significant difference at the level of significance (α = 0.05) in the scores of the motivation scale towards mathematics between the experimental and control groups on the dimensional scale in favor of the experimental group students who studied using the flipped learning strategy using the pen tablet, where the arithmetic mean reached (2.89) From (3.) the differences were in favor of the experimental group. In light of the results of the study; it recommends the use of the flipped learning strategy by activating the pen tablet tool in teaching math for the tenth grade, and further research into the use of the pen tablet in teaching other educational materials and for other educational stages.

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.

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  The Effectiveness of A Training Program Based on Flipped Learning Strategy in Achievement in Maths and Achievement Motivation among Seventh Grade Female Students in Jordan: أثر برنامج تدريبي قائم على استراتيجية التدريس المعكوس في التحصيل الرياضي ودافعية الإنجاز لدى طالبات الصف السابع الأساسي في الأردن

2020 ◽  
Vol 4 (13) ◽  
Author(s):  
Amal Ali Ibdah, Mohammad Walid Al- Shraidh
Keyword(s):  
Training Program ◽  
Achievement Motivation ◽  
Learning Strategy ◽  
Achievement Test ◽  
Female Students ◽  
Control Group ◽  
Flipped Learning ◽  
Learning Method ◽  
Seventh Grade ◽  
Experimental Group

The aim of study is to investigate the effectiveness of a training program based Flipped learning strategy in the achievement in Maths and motivation of achievement among the seventh grade students in Jordan. In order to achieve the objectives of this study, a sample of (70) female seventh grade students was selected intentionally in Zahra Al Madaen School in Naor in the year ( 2017/2018). The sample was divided equally into two groups; the control group which was taught by the conventional method consisted of 35 students, the experimental group which was taught by flipped learning method also consisted of 35 students. Two tools were applied on both groups, an achievement test composed of 20 paragraphs, and a questionnaire of achievement motivation developed by Al- Youssafi (2008). In order to test the study hypotheses, the arithmetical means and standard deviations of the students' performance were obtained on the pre and posttest of the achievement test and the achievement motivation questionnaire. ANCOVA was used to find the differences between the average performance. The results showed that there are statistically significant differences between the means of the scores in favour of the Flipped learning strategy. The study recommends the necessity of constructing students' knowledge using the flipped learning strategy in teaching Math’s through employing different activities.

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