scholarly journals The Effect of Flipped Classroom Model on Students’ Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills

2019 ◽  
pp. 769-777
Author(s):  
Adeeb M. Jarrah ◽  
Khaled Mohammed Abdel Baki Mohammed Diab
Keyword(s):  
United Arab Emirates ◽  
Flipped Classroom ◽  
Standardized Test ◽  
Thinking Skills ◽  
Control Group ◽  
Mathematics Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Student Achievements ◽  
Experimental Group

The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students’ achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The results revealed that there is a statistically significant difference between the pretest and posttest of the experimental group over the control group the new SAT mathematics skills. Furthermore, the findings suggest that teachers who teach mathematics standardized test skills like SAT can use flipped classroom model to enhance students’ readiness and to improve their thinking skills to simulate the 21st-century skills.

Designing and Applying Web Assisted Activities to be Used in Flipped Classroom Model

2017 ◽  
Vol 6 (2) ◽  
pp. 128
Author(s):  
Murat Cetinkaya
Keyword(s):  
Experimental Research ◽  
Research Method ◽  
Flipped Classroom ◽  
Control Group ◽  
Science Lesson ◽  
Control Groups ◽  
Significant Difference ◽  
Quasi Experimental ◽  
And Control ◽  
Experimental Group

The purpose of this study is to develop personalized web assisted activities for the flipped classroom model applied in the “Human and Environment Interactions” unit of science lesson and to research its effect on students’ achievement. The study was conducted with the participation of 7th grade science lesson students (N=74) within a period of 3 weeks. In the study, one of the experimental research methods, quasi-experimental research method, was used. Two different classes were randomly assigned as the experimental and control groups and flipped classroom model was applied on both groups. In the control group, only video lessons were used before the lesson. In the experimental group, web assisted activities were used as well as video lessons both before and during the lessons. “Human and Environment Interactions Unit Achievement Test”, which had a reliability coefficient of (KR-20) 0.76, was applied on the groups. The data analyses showed that there was a positive significant difference in favor of experimental group students. The developed material developed can be re-organized for any subject of the science class.

scholarly journals PROBLEM-BASED LEARNING: ITS EFFECTS ON STUDENTS’ ABILITY IN WRITING EXPOSITORY ESSAYS

2021 ◽  
Vol 3 (1) ◽  
pp. 22-27
Author(s):  
Ms Jumariati ◽  
◽  
Rizky Amelia ◽  
Eka Puteri Elyani ◽  
Tofan Mahendra ◽  
...  
Keyword(s):  
Problem Solving ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Thinking Skills ◽  
Control Group ◽  
Problem Solution ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Expository Essays

Having the ability to think critically is prominent to aid students in dealing with academic life, filtering any information, and solving problems. This study investigates the effects of Problem-Based Learning on students’ ability in writing expository essays. It employed a quantitative approach with a quasi-experimental design by utilizing intact classes of advanced writing. The study utilized a writing test and a scoring rubric as the instruments to collect the data. The experimental group was taught by using PBL with group works whereas the control group was taught by using individual guided problem-solving. The findings on the t-test conveyed that the null hypothesis is rejected. Hence, there is a significant difference in the mean score of the students in the experimental group and those in the control group. Moreover, the analysis of each component of writing revealed that the implementation of PBL gives a significant effect on the components of content and organization. Hence, small group discussion for problem-solving tasks is recommended to develop students’ critical thinking skills, social skills, and writing skills particularly in writing expository essays of problem-solution.

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 Investigating the Effect of Teaching Aesthetic Skills to Faculty Members on Development of Their Effective Teaching Performance1

2017 ◽  
Vol 19 (2) ◽  
pp. 90-106 ◽  
Author(s):  
Hassan Eslamian ◽  
Seyed Ebrahim Mirshah Jafari ◽  
Mohammad Reza Neyestani
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Faculty Members ◽  
Control Group ◽  
Teaching Performance ◽  
Significant Difference ◽  
Quasi Experimental ◽  
The Mean ◽  
Experimental Group

AbstractThis quasi-experimental study investigated the effect of teaching aesthetic skills to faculty members on development of their effective teaching performance through a two-group pretest-posttest design. The sample included 32 faculty members at a major Iranian university who were divided into the experimental (11 participants) and control groups (21 participants). The experimental group was taught to use aesthetic skills in the teaching and learning processes; however, no intervention was applied to the control group. To evaluate the effective teaching performance of the faculty members, a tailor-made questionnaire was used in two pretest and posttest stages, where randomly chosen students were asked to express their opinions about the faculty membersí performance. The sample size of the students was 1096 in the pretest stage and 935 in the posttest stage. Paired t-test results showed that there was no significant difference between the mean effective teaching scores of the faculty members in the control group in the pretest stage and in the posttest stage. However, the mean effective teaching scores of the faculty members in the experimental group were found to be significantly higher in the posttest. In addition, although there was no significant difference between the mean effective teaching scores of the two faculty groups in the pretest, faculty members in the experimental group outperformed their counterparts in the control group. Based on the findings, applying aesthetic skills by faculty members in the teaching and learning processes can pave the way for sustainable development of their effective teaching performance. Therefore, faculty members are recommended to acquire the required knowledge and skills to better use aesthetic skills in the teaching process.

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals penyuluhan menggunakan media lembar balik terhadap pengetahuan dan sikap ibu balita mengenai Kadarzi

2019 ◽  
Vol 11 (1) ◽  
pp. 58
Author(s):  
Ulfah Sofindra Syahidatunnisa ◽  
Holil M Par'i ◽  
Fred Agung Suprihartono ◽  
Fred Agung Suprihartono ◽  
Rr. Nur Fauziyah ◽  
...  
Keyword(s):  
Total Sample ◽  
Wilcoxon Test ◽  
Control Group ◽  
Control Group Design ◽  
Knowledge And Attitudes ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Knowledge And Attitude ◽  
Attitudinal Changes ◽  
Experimental Group

One of the factors that influence Kadarzi's achievement is the knowledge and attitudes of the toddler's mother. This study aims to determine the effect of counseling using backsheet media on the knowledge and attitudes of toddlers' mothers about Kadarzi in the Cipeundeuy Health Center District of West Bandung Regency. The research design used was quasi-experimental with a pre-post test control group design model with a total sample of 28 people each for the experimental group and the control group. The experimental group was given an intervention in the form of counseling using flipchart media, while the control group was given an intervention in the form of counseling using leaflet media. The results obtained from the Wilcoxon test in the experimental group and the t-dependent test in the control group were changes in the increase in knowledge and attitude scores in the experimental group and the control group after intervention (p <0.005). The results of the Mann-Whitney test showed no significant difference between knowledge and attitude scores in the experimental group and the control group (p> 0.005). It is better to do further research related to Kadarzi's behavior so that the application of the Kadarzi indicator can be monitored so that it can describe the results of attitudinal changes, and to increase Kadarzi's knowledge and attitudes to toddler mothers.

scholarly journals The Effectiveness of a Suggested Model for Learning through Projects Based on Shared Learning Using Social Communication Networks in Developing Critical Thinking Skills and Self-Efficiency in PNU Students

2016 ◽  
Vol 10 (3) ◽  
pp. 561
Author(s):  
Wadha H. Al-Otaibi
Keyword(s):  
Critical Thinking ◽  
Communication Networks ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
The Self ◽  
Control Group ◽  
Suggested Model ◽  
Shared Learning ◽  
Significant Difference ◽  
Experimental Group

The study aimed at identifying the effectivness of a suggested model for learning through projects based on shared learning in developing critical thinking skills and self-efficiency in Princess Nourah bint Abdularhman University (PNU). The study included a sample of 76 students from the specialization of primary level teachers in PNU randomly chosen, in which 39 students represented the experimental group. This group was taught the course of learning through projects using a suggested model. The other 37 students formed the control group and were taught the course in the conventional teaching manner. The critical thinking test and the self-efficiency scale were both administered before and after the experiment. The study revealed a significant difference (p < 0.05) in the means between the experimental and control groups in the critical thinking skills test and the self-efficiency sclae in favor of the experimental group. 

scholarly journals Profile of Students' Creative Thinking Skills on Quantitative Project-Based Protein Testing using Local Materials

2017 ◽  
Vol 6 (1) ◽  
Author(s):  
D. K. Sari ◽  
A. Permanasari ◽  
F. M. T. Supriyanti
Keyword(s):  
Creative Thinking ◽  
Research Result ◽  
Thinking Skills ◽  
Control Group ◽  
Control Group Design ◽  
Post Test ◽  
Quasi Experimental ◽  
And Control ◽  
Local Materials ◽  
Experimental Group

<p>The purpose of this study is to obtain a profile of students’ creative thinking skills on quantitative project-based protein testing using local materials. Implementation of the research is using quasi-experimental method pre-test post-test control group design with 40 students involved in Biochemistry lab. The research instrument is pre-test and post-test using creative thinking skills in the form of description and students’ questionnaire. The analysis was performed with SPSS 22.0 program to see the significance normality, U Mann-Whitney test for nonparametric statistics, N-Gain score, and the percentage of student responses to the practicum performed. The research result shows that the pretest rate in the experimental group is 8.25 while in the control group is 6.90. After attending a project-based practicum with local materials, the experimental group obtained the mean of posttest is 37.55 while in control class is 11.18. The students’ improvement on creative thinking skills can be seen from the average of N-Gain in the experimental class with 0.32 (medium category) and in the control category with 0.05 (low category). The experimental and control class have different creative thinking skills significantly different fluency, flexibility, novelty, and detail. It can be concluded that quantitative project-based protein testing using local materials can improve students’ creative thinking skills. 71% of total students feel that quantitative project-based protein testing using local materials make them more creative in doing a practicum in the laboratory.</p>

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 The Effectiveness of Constructivist Learning Using Guided Discovery Models on The Concept of A Regulatory System for Curiosity and Anti-Narcotics Attitudes

2020 ◽  
Vol 3 (1) ◽  
pp. 41
Author(s):  
Sulasfiana Alfi Raida ◽  
Didi Nur Jamaludin
Keyword(s):  
Regulatory System ◽  
Sampling Technique ◽  
Constructivist Learning ◽  
Control Group ◽  
Attitude Score ◽  
Model Learning ◽  
Guided Discovery ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Experimental Group

<p>This research aimed to analyze the effectiveness of constructivist learning using guided discovery models on the concept of a regulatory system for curiosity and anti-narcotics attitudes. This research used a quasi-experimental and pre-experimental design. The population was all of the 4th semester MIA classes of SMA Negeri 1 Salatiga which consists of seven classes. Samples were taken with a convenience sampling technique.  MIA 2.4 and 5.4 as the experimental group and MIA 3.4 and 4.4 as the control group. The data in this research were collected by the scale of curiosity and anti-narcotics attitude. Data were analyzed with descriptive analyzed and t-test. The result showed as follows: there is a significant difference at the end of the curiosity and anti-narcotics attitude of constructivist learning using guided discovery model compared with direct instruction model learning; the average of student’s curiosity and anti-narcotics attitude score ≥ 3,00 on constructivist learning using guided discovery model. It is concluded that constructivist learning using a guided discovery model is effectively completed learning outcomes of the curiosity and anti-narcotics attitude on the regulatory system concept.</p>

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