scholarly journals The Effect of Twitter in Academic Achievement and Students’ Motivation toward Mathematics

2020 ◽  
Vol 14 (4) ◽  
pp. 611
Author(s):  
Sami M. Alshehri
Keyword(s):  
Academic Achievement ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Math Performance ◽  
Public High Schools ◽  
Educational Approach ◽  
The Third ◽  
Positive Attitudes ◽  
12Th Grade ◽  
Quasi Experimental

The purpose of this quasi-experimental study was to determine the effectiveness of Twitter when used in conjunction with a non-traditional type of educational approach referred to as the “flipped classroom method” upon the academic achievement of 12th grade students and their learning motivation towards mathematics. The study used a quantitative approach, and the sample consisted of 48 students. The study was conducted during a three-week period in two public high schools in Abha, Saudi Arabia. The first hypothesis was that the use of Twitter would improve academic performance in mathematics. The second hypothesis was that learning in a flipped classroom via Twitter would lead to an improvement in math performance but that this improvement within the flipped classroom would differ across gender. The third hypothesis was that learning in a flipped classroom via Twitter would lead to more positive attitudes towards mathematics. The findings did not support the first or the second hypotheses; when used in the context of a flipped classroom approach, Twitter, did not improve academic achievement: F(1, 46) = .49, p = .486.  Improvement in academic achievement from pretest to posttest also did not differ across gender; F(1, 44) = .00, p = .963. However, the results did support the third hypothesis; within the flipped classroom, the improvement in motivation was stronger for girls than it was for boys; F(1, 22) = 51.32, p < .001.

scholarly journals The Effectiveness of Flipped Classroom on the Academic Achievement of University Undergraduates

2021 ◽  
Vol 5 (2) ◽  
pp. 82
Author(s):  
Thouqan Saleem Masadeh
Keyword(s):  
Academic Achievement ◽  
Flipped Classroom ◽  
Learning Method ◽  
Course Content ◽  
Significant Difference ◽  
New Learning ◽  
Quasi Experimental ◽  
University Undergraduates ◽  
Classroom Use ◽  
Experimental Group

<p>The present study aimed to investigate the effectiveness of Flipped Classroom in developing the achievement of university undergraduates. The quasi-experimental approach was used and three achievement posttests were carried out. Participants were (32) students who were in advance distributed to two groups, control and experimental. Analysis of Students' achievement grades revealed that the effectiveness of Flipped Classroom use, as a learning method needs time to take place in students' academic achievement and understanding of the learning materials because of  the nature of the Flipped Classroom that flipped the whole learning process. Thus, students needed time to be familiar with this new learning method for them. Results showed that there was no significant difference between participants' achievement mean scores in the first posttest at the end of the fifth week due to the use of the Flipped Classroom or the ordinary methods. However, there was a significant difference between students' achievement mean scores in the second posttest in favor of the experimental group students who learnt the course content through the use of  Flipped Classroom. In addition, there was a significant difference in student participants' mean scores in the third posttest in favor of  the experimental group students, too. In light of these findings, it was concluded that the instructor and his students should be patient for some time for the effectiveness of using the Flipped Classroom learning method to be noticed. Moreover, considerable time should be spent on familiarizing students with this new learning method.  </p>

scholarly journals Effectiveness of flipped language learning classrooms and students’ perspectives

2019 ◽  
Vol 9 (1) ◽  
pp. 71
Author(s):  
Munassir Alhamami ◽  
Mohsin Raza Khan
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Reading Skill ◽  
Learning Approach ◽  
Face To Face ◽  
Positive Attitudes ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Students Attitudes

<p>The objectives of this study are to investigate the usefulness of the flipped language learning approach in a reading course, and to understand students’ attitudes and self-efficacy toward it. A quasi-experimental pretest-post-test design was employed. Two treatments were designed, namely, face-to-face and online, using the flipped classroom approach. A total of 43 students participated in the pre-tests and post-tests, administered in both treatments. The data were collected from the results of pre-tests and post-tests. A regression test and t-tests were performed to analyze the data.  A significant difference was observed between the students’ results in the pre-tests and post-tests in both treatments. However, the post-test results in both treatments show no significant difference. This finding indicates that both face-to-face and flipped classroom approaches can be equally effective in enhancing the reading skill of Level 1 students. The survey results also indicate that students have more positive attitudes toward the flipped learning approach than society in general does toward it.  Accordingly, teachers are advised to select a language-teaching approach that is helpful for students. They should also consider the perspectives of students. Improvement in reading skill is not necessarily attributed to only one of the approaches analyzed in this study.</p>

PROGRAM BIMBINGAN UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA

2017 ◽  
Vol 17 (1) ◽  
pp. 55
Author(s):  
Ismaniar Ismaniar Ismaniar
Keyword(s):  
Experimental Design ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Learning Motivation ◽  
Control Group ◽  
Research Approach ◽  
Purposive Sampling ◽  
Guidance Program ◽  
Quasi Experimental ◽  
11Th Grade

The present study is aimed at developing effective guidance program for increasing student’s learning motivation. The present study applies quantitative research approach with nonequivalent pre-posttest control group quasi-experimental design, and nonrandom-purposive sampling technique. The data were collected using inventory, interview, and documentary study. The study comes up with the main finding that the tested guidance program is proven to be effective for increasing learning motivation students of 11th grade at SMA Kartika XIX-2 Bandung.

The Effect of Using Flipped Classroom Model to Improve Iraqi EFL Learners’ Pronunciation in English at University Level

2020 ◽  
Vol 1 (40) ◽  
pp. 631-654
Author(s):  
Khaldoon Waleed Husam Al-Mofti
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Efl Learners ◽  
English Pronunciation ◽  
Before And After ◽  
Quasi Experimental ◽  
University Level ◽  
The University ◽  
And Control ◽  
Experimental Group

For Iraqi EFL learners who are studying English pronunciation in a traditional instruction method often requires more effort and hard work. Thus, using new methods of teaching such as the flipped classroom model (FCM) is necessary to facilitate learning and improve performance. Hence, this study reports on explanatory research that investigates the effect of using the FCM in the teaching of English pronunciation for Iraqi EFL learners at the university level. The study implemented mixed research methods for data collection in a quasi-experimental analysis. Therefore, two tests were conducted on the assigned groups to measure the effect of the FCM before and after the intervention. Besides, a questionnaire and interviews were used on the experiment group students to collect data about their perceptions of the FCM. The study length (lasted)  was 15 weeks and is comprised of 60 students from the department of English, College of Arts at the University of Anbar. The students were divided into two groups, experimental, and control with 30 students in each group. The findings revealed that there was a significant statistical difference between the two groups in favour of the experimental group with better performance, indicating that the FCM has considerably assisted the Iraqi EFL learners to improve their English pronunciation. Moreover, the students expressed their positive feedback and satisfaction on the use of the FCM in their responses to the questionnaire and the interviews. As such, the current study recommends further research to study the effect of applying the FCM in areas and disciplines other than language learning.

scholarly journals The Differentiate Effect of Self-Efficacy, Motivation, and Satisfaction on Pre-Service Teacher Students’ Learning Achievement in a Flipped Classroom: A Case of a Modern Educational Technology Course

2021 ◽  
Vol 13 (5) ◽  
pp. 2888
Author(s):  
Li Zhao ◽  
Xiaohong Liu ◽  
Yu-Sheng Su
Keyword(s):  
Educational Technology ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Learning Motivation ◽  
Control Group ◽  
Learning Achievement ◽  
Learning Satisfaction ◽  
Teacher Students ◽  
Pre Service Teacher ◽  
Experimental Group

To analyze how variability changes over time can enhance the understanding of how learners’ self-efficacy, motivation, and satisfaction is controlled and why differences might exist among groups of individuals. Therefore, this study compared the effect of variability on pre-service teacher students in the flipped classroom approach with a course named modern educational technology (MET). In total, 77 students in two groups participated in this study. Learners in the experimental group received the flipped classroom treatment. Learners in the control group received the traditional lecture-centered instructional approach. The learning outcomes were evaluated by practice assignment, transfer assignment, and student perception survey. The survey includes the evaluation of learning satisfaction, self-efficacy, and learning motivation. Pre-test and post-test were conducted by the two groups. The data analysis results applied analysis of variance (ANOVA) or analysis of covariance (ANCOVA) and revealed that the experimental group displayed a better learning achievement than the control group. The experimental group participants’ perception also showed variability (i.e., learning satisfaction, self-efficacy, and learning motivation) was better than the control group. Considering the overall study results, the flipped classroom model can be applied in the pre-service teacher students’ modern educational technology course.

Using Flipped Classes to Develop Scientific Communication and the Attitude Towards Technology Acceptance in Science Learning in Intermediate Schools

2022 ◽  
Vol 12 (1) ◽  
pp. 1-15
Author(s):  
Sahar Mohammed Yousef Ezzeldin
Keyword(s):  
Technology Acceptance ◽  
Flipped Classroom ◽  
Science Learning ◽  
Intermediate Stage ◽  
Scientific Communication ◽  
Group Method ◽  
Control Group ◽  
Intermediate School ◽  
School Students ◽  
Quasi Experimental

This study aimed for using flipped classroom to develop scientific communication and the attitude towards technology acceptance in science learning among intermediate school students. For this purpose, the quasi-experimental design with the experimental and the control group method was used. The sample involved (49) third intermediate stage students from two different schools in Wadi Al-Dawasir Governorate, Riyadh, Saudi Arabia. A list of written scientific communication levels suitable for intermediate school students and a procedural model for learning with flipped classes were presented. The study applied the scientific communication test and the technology acceptance in the science learning scale. The statistical analyses revealed that there were statistically significant differences between the means of the scores of the experimental and control group students in the scientific communication scale and the technology acceptance in the science learning scale in favor of the experimental group. Recommendations and suggestions were presented.

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