scholarly journals The effectiveness of using the strategy of flipped classroom in learning creative English reading skills by third grade intermediate school female students: فاعليَّة استراتيجيَّة الفصل المعكوس في تنمية مهارات القراءة الإبداعيَّة في اللغة الإنجليزيَّة لدى طالبات الثالث المتوسط بمدينة تبوك

2019 ◽  
Vol 3 (26) ◽  
Author(s):  
Wafa Faleh Al-Ruwaili
Keyword(s):  
Reading Fluency ◽  
Flipped Classroom ◽  
Reading Skills ◽  
Female Students ◽  
Third Grade ◽  
Control Group ◽  
Intermediate School ◽  
English Reading ◽  
The Difference ◽  
Experimental Group

  The study aimed at identifying the effectiveness of using flipped classroom strategy in learning creative English reading skills by third grade intermediate school female students in Tabouk city. To achieve the objectives of the study, the researcher used the experimental method of semi-experimental design. The sample of the study consisted of (67) third grade students, divided into experimental group (32 students) and control group (35 students). The study found significant differences in developing creative reading skills between the Pre- and post-test with a total average of (13.44), compared to control group with average (11.51). In addition, the experimental group obtained in creative reading the following averages: reading fluency (3.59), reading flexibility (6.13), reading originality (3.72), while the control group obtained the averages (3.03),(5.7), and (3.20), respectively, and the difference is was in favor of the experimental group. In the light of the results, a number of recommendations and proposals were presented to activate the strategy which benefits in developing creative reading skills in teaching English and various courses.    

scholarly journals The Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh: فاعلية استراتيجية الفصول المقلوبة في تنمية الدافعية نحو تعلم اللغة الإنجليزية لدى طالبات أول متوسط في الرياض

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Ohud Suliman Al- Henaki
Keyword(s):  
Classroom Environment ◽  
Flipped Classroom ◽  
First Grade ◽  
Female Students ◽  
Experimental Methodology ◽  
Control Group ◽  
Intermediate School ◽  
Significant Difference ◽  
School Girls ◽  
Learning English

The research aimed to investigate the Effect of the Flipped Classroom Strategy on Motivation towards Learning English by the First Intermediate School Girls in Riyadh. The research used a semi- experimental methodology to measure the independent variable (teaching technique) on the dependent variable (motivation toward learning). The population included all the students of the first grade in the public schools attending the second term, school year (1439- 1440 AH.). The sample consisted of (82) students, divided into two groups, one experimental consisted of (41) female students, while the other one is a control group consisted of (41) female students. The research tool was the motivated strategies for learning questionnaire (MSLQ). After analyzing the collected data with suitable statistical techniques, the following result was reached: -  There is a statistically significant difference at (α ≥ 0.05) between the means of the students of the two groups (control and experimental) in favor of the experimental group. Therefore, the research proved that the positive effect of teaching using flipped classes in improving the motivation towards learning by middle level female students in English language. Accordingly, various recommendations were presented. Most importantly, develop units for designing school curricula by using flipped classes in the educational administrations. In order to be ready to supply the schools with various subjects (English, Mathematics, Science… etc.) for various levels. Besides, offering incentives for applying, cultivating the specialists, teachers and others who are interested in education by using the flipped classroom strategy, basics and applications. Expand the applications of the flipped classroom strategy in various school levels to improve the motivations of students towards classroom environment and improve the skills of students' using computers and internet, as well as train them on the various technological skills.

scholarly journals FLIPPED CLASSROOM: ALTERNATIVE OF THE MODEL OF LEARNING TO IMPROVE STUDENT LEARNING OUTCOMES IN K-10

2017 ◽  
Vol 4 (1) ◽  
pp. 148 ◽  
Author(s):  
Maria Paristiowati ◽  
Ucu Cahyana ◽  
Annisa Nur Fitria
Keyword(s):  
Learning Outcomes ◽  
Flipped Classroom ◽  
Reduction Reaction ◽  
Control Group ◽  
Control Group Design ◽  
Average Value ◽  
Oxidation Reduction ◽  
Quasi Experimental ◽  
The Difference ◽  
Experimental Group

This study aimed to determine the effect of applying the flipped classroom model to students’ learning outcomes in oxidation-reduction reactions. It was conducted in SMAN 47 Jakarta. Research method is quasi-experimental with nonequivalent control group design. The sample consisted of 72 students were taken with purposive sampling. Independent variables are the flipped classroom model and direct instructional. Chemistry learning outcome became a dependent variable. The flipped classroom model is invers of the traditional learning model. Students learn the instructional material at home through videos and discussions in class. Analysis of the requirement’s test showed that the data were normally distributed and had homogeneous variances. Hypothesis testing showed different results in a significant level of 0.05. The differences of average value between pretest and posttest of the experimental group is 12.50. While the differences in the control group was 7.17. It can be concluded that the difference of average value between pretest and posttest of the experimental group is higher than the control group. The flipped classroom model can improve students’ learning outcomes in the oxidation-reduction reaction.

scholarly journals The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia

2021 ◽  
Author(s):  
Nurah Alfares
Keyword(s):  
Learning Process ◽  
Female Students ◽  
Rank Test ◽  
Control Group ◽  
Master's Program ◽  
Signed Rank ◽  
Post Test ◽  
Signed Rank Test ◽  
The Difference ◽  
Experimental Group

This study aimed to answer the questions related to the effect of using self-regulated jigsaw task as a technique to improve the students’ performance in the course of curriculum reading in English, and to find out the learners’ perceptions of using jigsaw task in their learning. This study is important since jigsaw task could help learners to become autonomous learners as well as to promote cooperation between learners. The study sample consisted of 40 (two classes) female students studying the course of curriculum reading in English in the Master’s Program of curriculum and instructions at Umm Al-Qura University. The classes were allocated to the experimental group (n=21 students), which was taught using self-regulated jigsaw task, and the control group (n=19 students), which was taught using traditional tasks. Pre-and post-tests have been conducted to find out the statistical differences. Further, an open-ended questionnaire was given to the participants in the experimental group (n=21 students) to find out more about their perception of using the jigsaw technique in the learning process. Wilcoxon Signed Rank test was used as a statistical procedure to analyze the participants’ scores on the post-test, and the Greenhouse-Geisser test was applied to investigate the differences between groups. The results of the study showed that the difference in performance between students taught using self-regulated jigsaw task and those taught using traditional tasks was statistically significant. Further, the participants in the experimental group perceived that using the jigsaw task had a positive effect on the learning process, enhanced their relations with other learners, and increased their motivation in learning. It is hoped that this study could encourage university instructors to design and implement jigsaw tasks into different courses in higher education.

scholarly journals The Effect of Using a Self-Regulated Jigsaw Task on Female Students’ Performance in the Course of Curriculum Reading in English at Umm Al-Qura University in Saudi Arabia

2020 ◽  
Vol 11 (4) ◽  
pp. 519-533
Author(s):  
Nurah Alfares
Keyword(s):  
Learning Process ◽  
Female Students ◽  
Rank Test ◽  
Control Group ◽  
Master's Program ◽  
Signed Rank ◽  
Post Test ◽  
Signed Rank Test ◽  
The Difference ◽  
Experimental Group

This study aimed to answer the questions related to the effect of using self-regulated jigsaw task as a technique to improve the students’ performance in the course of curriculum reading in English, and to find out the learners’ perceptions of using jigsaw task in their learning. This study is important since jigsaw task could help learners to become autonomous learners as well as to promote cooperation between learners. The study sample consisted of 40 (two classes) female students studying the course of curriculum reading in English in the Master’s Program of curriculum and instructions at Umm Al-Qura University. The classes were allocated to the experimental group (n=21 students), which was taught using self-regulated jigsaw task, and the control group (n=19 students), which was taught using traditional tasks. Pre-and post-tests have been conducted to find out the statistical differences. Further, an open-ended questionnaire was given to the participants in the experimental group (n=21 students) to find out more about their perception of using the jigsaw technique in the learning process. Wilcoxon Signed Rank test was used as a statistical procedure to analyze the participants’ scores on the post-test, and the Greenhouse-Geisser test was applied to investigate the differences between groups. The results of the study showed that the difference in performance between students taught using self-regulated jigsaw task and those taught using traditional tasks was statistically significant. Further, the participants in the experimental group perceived that using the jigsaw task had a positive effect on the learning process, enhanced their relations with other learners, and increased their motivation in learning. It is hoped that this study could encourage university instructors to design and implement jigsaw tasks into different courses in higher education.

scholarly journals THE IMPACT OF AN EDUCATIONAL PROGRAM THAT USES SMARTPHONE APPS TO ENHANCE THE SKILL OF MEMORIZING THE HOLY QURAN BY FEMALE STUDENTS (ADULTS) IN THE HOLY QURAN SCHOOL IN THE EAST OF RIYADH: أثر برنامج تعليمي يوظّف الأجهزة الذكية في تعزيز مهارة حفظ المتعلمات الكبيرات بدار القرآن الكريم شرق مدينة الرياض

2019 ◽  
Vol 3 (30) ◽  
Author(s):  
Daniah Abdulaziz Al-abbasi, Mshael Abdulrahman Al-lefan
Keyword(s):  
Educational Program ◽  
Female Students ◽  
Control Group ◽  
Smartphone Apps ◽  
Holy Quran ◽  
Quasi Experimental ◽  
The Holy Quran ◽  
The Difference ◽  
The Impact ◽  
Experimental Group

  This study is designed to identify the impact of an educational program that uses smartphone apps for learning the Holy Quran by female students (adults) and measure their satisfaction compared to the conventional method of learning. The Quasi-experimental approach was used. The sample of the study consisted of 31 female students (adults,18-50 years old) in the Holy Quran School in the east of Riyadh for the first semester of the scholar year 1439/1440 AH. The participants were selected deliberately. The first group (the control group) consisted of (14) female students and the second group (the experimental group) consisted of (17) female students according to the method of the designed program. Oral testing was used as a key tool for data collection, while the questionnaire was used as a further tool of the study to identify the satisfaction of students. The results of the study showed that the experimental group scored (32.73), while the control group scored (26.53). The difference was statistically significant at 0.05 and less in the oral testing in favor of the experimental group. The educational program met a high percentage of students' satisfaction, where the average of questionnaire tool reached 4.41 out of 5. At the level of the topics, the "performance level" reached the highest average (4.48), followed by "the level of meeting user's expectations" with an average of 4.47, and finally the "Students' attitudes towards the use of smartphone apps in the learning the Holy Quran" with an average of 4.26. In the light of the results, a set of recommendations and proposals were suggested to promote smartphone apps in the memorization of the Holy Quran.    

scholarly journals The Effectiveness of Accelerated Learning in Developing Writing Skills in the English Language Course for Third Intermediate Female Students: فاعلية التعلم السريع في تنمية مهارات الكتابة في مادة اللغة الإنجليزية لدى طالبات الصف الثالث المتوسط

2021 ◽  
Vol 5 (35) ◽  
pp. 77-51
Author(s):  
Falha Dhaher Raja Alatwe Falha Dhaher Raja Alatwe
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Female Students ◽  
Accelerated Learning ◽  
Third Grade ◽  
Control Group ◽  
The Third ◽  
Teacher Guide ◽  
And Control ◽  
Experimental Group

The study aimed at exploring the effectiveness of Accelerated Learning (AL) in developing English writing skills of the third-grade intermediate female students. To achieve this aim، the researcher employed the quasi-experimental approach and the descriptive approach. The sample included 60 students purposively selected from the Nineteenth School which belongs Tabuk Education Department. The students were equally divided into two groups: experimental and control with 30 students for each. The experimental group was taught using (AL) and the control group was taught using the traditional method. The tools that had been used and applied; were designed by the researcher (teacher guide for teaching the selected unit using (AL) and writing skills test). Accordingly، the study revealed the following results: Five major writing skills in English have been determined for the third-grade intermediate female students (including writing a correct sentence، writing a complete composition، the skill of dictation، the skill of making an accurate summary and composing an e-mail) with 47 sub-skills under these five main skills. there are statistically significant differences at the level (α≤ 0.05) between the means of the degrees of the two groups (experimental and control) in the post-application of the effectiveness of Accelerated Learning (AL) test، in developing the writing skills for the benefit of the experimental group. In the light of these results; the researcher recommended and suggested the following: Using the teacher guide book، that had been designed for this study which based on Accelerated Learning (AL) in teaching other units.

scholarly journals Effectiveness of a Proposed Program in Developing Practices and Modifying Beliefs of Practitioner Teachers About the Flipped Classroom

SAGE Open ◽  
2020 ◽  
Vol 10 (2) ◽  
pp. 215824402091977
Author(s):  
Reem Abdulaziz Alali
Keyword(s):  
Experimental Design ◽  
Flipped Classroom ◽  
Statistical Correlation ◽  
Female Students ◽  
Control Group ◽  
Islamic Studies ◽  
Teachers Beliefs ◽  
The Mean ◽  
Experimental Group

This study aimed to measure the effectiveness of a proposed program in developing practices and modifying beliefs of practitioner teachers about the flipped classroom. To this end, the author followed a true experimental design, wherein the experimental group received training through the proposed program, whereas the control group received none, and after the treatment the participants were invited to run a posttest. A total of 50 female students were selected randomly from the Department of Islamic Studies, Prince Sattam Bin Abdulaziz University. To measure the post-performance of the two groups, the author used an observation card and a scale of beliefs on the flipped classroom. The findings of the study revealed (a) statistically significant differences between the mean scores of the two groups on the observation card in favor of the experimental group, indicating a strong effect of the proposed program on developing the teachers’ practices of the flipped classroom; (b) statistically significant differences between the mean scores of two groups on the scale of belief in favor of the experimental group, indicating a strong effect of the proposed program on modifying teachers’ beliefs about the flipped class; and (c) a positive statistical correlation at .05 between the teachers’ practices and beliefs about the flipped classroom.

Children's Comprehension of Time-Compressed Speech: Effect of Speaker's Familiarity

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1253-1254
Author(s):  
Andrea J. Thompson ◽  
Ellen-Marie Silverman
Keyword(s):  
Third Grade ◽  
Control Group ◽  
Parochial School ◽  
Compressed Speech ◽  
Group A ◽  
The Mean ◽  
The Difference ◽  
Experimental Group ◽  
Narrative Passage ◽  
Grade Classroom

An experiment was conducted with 42 third grade children from a parochial school system in a large metropolitan area. 21 classmates whose teacher served as the speaker for this experiment comprised the experimental group. A matched group of 21 classmates from another third grade classroom formed the control group. Each subject individually listened to a 940-word narrative passage that had been compressed at a rate of 45% or 275 words per minute. 10 questions about the material presented in the final three-fourths of the passage were asked of the subjects. The difference between the mean number of correct responses produced by the experimental group (5.5) and the control group (4.9) was not statistically significant. The results indicate that familiarity with the speaker does not facilitate 8-yr.-olds' comprehension of time-compressed speech.

scholarly journals Effectiveness of the Flipped Classroom Strategy in Teaching Qur’an Recitation Skills and Attitude Towards It among First Grade Students in Saudi Arabia

2021 ◽  
Vol 20 (11) ◽  
pp. 215-236
Author(s):  
Ali Tared Aldossari ◽  
Munirah Saud Alhamam
Keyword(s):  
Flipped Classroom ◽  
Design Method ◽  
Age Groups ◽  
First Grade ◽  
Attitude Scale ◽  
Female Students ◽  
Control Group ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

This study aims to identify the effectiveness of the flipped classroom strategy in developing the skills of reciting the Holy Qur’an, and the attitude towards the strategy among first grade intermediate school female students. The research sample was a random sample of 48 intermediate female students divided into two 24-student groups: a control group and an experimental group. To collect data according to the quasi-experimental design method, a note card was designed to measure recitation skills of the Qur’an, and a scale developed to record attitude towards the flipped classroom strategy. The note card was applied to the research sample. The results revealed a statistically significant difference (α ≤ 0.05) in favor of the experimental group between the average scores of the two groups in the post application of the note card. The results also showed a statistically significant difference between the average scores of the experimental group (α ≤ 0.05) in the post application of the attitude scale towards the flipped classroom strategy. Lastly, the results showed a statistically significant correlation between the skills of reciting the Holy Qur’an and the attitude towards the flipped classroom strategy among first grade intermediate female students. Based on these results, we present a number of recommendations and suggestions, including expanding the application of the flipped classroom strategy to other age groups and different courses.

scholarly journals The Influence of Implementing Reciprocal Teaching in L2 Classes on Female Students' Perception of their Reading Skills and Motivation to Read

2020 ◽  
Author(s):  
Maysa Mohammad Sadiq Qutob
Keyword(s):  
Reading Skills ◽  
Female Students ◽  
Self Report ◽  
Reciprocal Teaching ◽  
Control Group ◽  
Motivation To Read ◽  
Use Of Technology ◽  
Quasi Experimental ◽  
Students Attitudes ◽  
Experimental Group

This study aimed to investigate the effectiveness of reciprocal teaching (RT) in improving high school female students’ attitudes toward reading in a second language as the results might shed light on effective teaching practices in the L2 classrooms. To this end, a self-report questionnaire was developed and validated by the researcher. A quasi-experimental design was used, whereby the study sample was divided into two groups, experimental and control. The experimental group was taught reading in English classes by means of RT strategies, whereas the matched control group was taught reading by means of traditional instructive techniques. Both groups completed the self-report questionnaire on reading skills and motivation during term time, ensuring that the participants in the experimental group completed the questionnaire within ten weeks of the intervention. The findings show significant correlations between RT strategies and both reading comprehension and motivation to read, and are also effective in improving students’ perception of their reading skills and motivation to read. Accordingly, the study recommends other researchers to investigate the effect of RT on students' performance and considering implementing RT with the use of technology in English as foreign language (EFL) classrooms.

Sign in / Sign up

Export Citation Format

Share Document