The Impact of Flipped Learning Strategy on the Achievement of Tenth-Grade Students in Arabic Language Subject in Jordan
Keywords:
flipped learning; achievement; arabic language; tenth grade.
Abstract
The study aimed to find out the impact of the Flipped education strategy on the achievement of tenth-grade students in the basic Arabic language subject in Jordan. The study sample consisted of (69) basic tenth-grade students distributed among two divisions randomly, one division was randomly selected to represent the experimental group, consisting of (33) students studied using the Flipped learning strategy, and the other division represented the control group, consisting of (36) students studied in the usual way. The study results showed that there are significant differences between the average performance of students in the experimental and control groups on the dimensional Achievement Test in favor of the experimental group, and the study recommended that teachers of the Arabic language should adopt the Flipped learning strategy as a teaching method because of its impact on achievement.
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References
Al-Mashni, Y. (2015). The effect of using flipped learning on seventh-grade students' achievement in science and their creative thinking. Unpublished Master's Thesis, Middle East University, Jordan.
Al-Zein, H. (2015). The effect of using the flipped learning strategy on the academic achievement of students of the College of Education at Princess Nourah Bint Abdul Rahman University. Specialized International Educational Journal, 4(1), 172-183.
Bani Amer, M. (2021). Have the secondary stage English language curricula achieved their goals from the perspectives of teachers and supervisors of English language in Jordan? The Arab Journal of Scientific Research, 5(5), 59–110. https://doi.org/10.21608/ajsr.2021.236301
Bani Amer, M., & Al-Khataybeh, M. (2022). Analyzing the content of 2nd Secondary School grade English language textbooks in light of life skills in Jordan. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 4(1), 28–41. https://doi.org/10.33258/biolae.v4i1.635
Bersin, J. & Verleger, M. (2013). The Flipped Classroom: A Survey of the Research American Society for Engineering Education Journal, 6(2), 23-26.
Bishop, C. (2013). Flipping the classroom. Retrieved 22-12-2021 on http://cft.vanderbilt.edu/guides-assroom-the-pages/flipping-sub
Brame, A. (2014). Student Views on the Use of a Flipped Classroom Approach: Evidence From Australia. Buisness Education & Accreditation, 6(1), 33-42.
Crawford, S. (2015). Flipped and blended, using blended faculty Development to increase the use of technology among Health science faculty. Unpublished Dissertation, Arizona State University, USA.
Hamdallah, A. (2015). The effect of flipped learning on developing inductive thinking among eighth-grade students in Arabic grammar in the city of Salt. Unpublished Master's Thesis, Middle East University, Jordan.
Haroun, Al-Tayyib and Sarhan, Muhammad. (2015). The effectiveness of the inverted learning model in the achievement and performance of e-learning skills among undergraduate students in the College of Education. A working paper was presented to the first international conference of the College of Education, which was held during the period (12-15) April (2015).
Johnson, L. & Renner, J. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions, and student achievement. Unpublished Doctoral Dissertation University of Louisville, Kentucky, USA.
Sevin, E. (2010). Learning and teaching from modularity to informatics. Cairo: Egypt, Dar Al-Kitab Publishing House.
Shakaa, H. (2016). The effect of the blended learning and flipped learning strategies on seventh-grade students' achievement in science and their retention of learning. Unpublished Master's Thesis, Middle East University, Jordan.
Shehata, H. (2009). E-learning and emancipation of the mind. Cairo: Egypt, Arab World Publishing House.
Shorman, A. (2015). Blended learning and flipped learning. Amman: Jordan, Dar Al Masirah for Publishing and Distribution.
Al-Zein, H. (2015). The effect of using the flipped learning strategy on the academic achievement of students of the College of Education at Princess Nourah Bint Abdul Rahman University. Specialized International Educational Journal, 4(1), 172-183.
Bani Amer, M. (2021). Have the secondary stage English language curricula achieved their goals from the perspectives of teachers and supervisors of English language in Jordan? The Arab Journal of Scientific Research, 5(5), 59–110. https://doi.org/10.21608/ajsr.2021.236301
Bani Amer, M., & Al-Khataybeh, M. (2022). Analyzing the content of 2nd Secondary School grade English language textbooks in light of life skills in Jordan. Britain International of Linguistics Arts and Education (BIoLAE) Journal, 4(1), 28–41. https://doi.org/10.33258/biolae.v4i1.635
Bersin, J. & Verleger, M. (2013). The Flipped Classroom: A Survey of the Research American Society for Engineering Education Journal, 6(2), 23-26.
Bishop, C. (2013). Flipping the classroom. Retrieved 22-12-2021 on http://cft.vanderbilt.edu/guides-assroom-the-pages/flipping-sub
Brame, A. (2014). Student Views on the Use of a Flipped Classroom Approach: Evidence From Australia. Buisness Education & Accreditation, 6(1), 33-42.
Crawford, S. (2015). Flipped and blended, using blended faculty Development to increase the use of technology among Health science faculty. Unpublished Dissertation, Arizona State University, USA.
Hamdallah, A. (2015). The effect of flipped learning on developing inductive thinking among eighth-grade students in Arabic grammar in the city of Salt. Unpublished Master's Thesis, Middle East University, Jordan.
Haroun, Al-Tayyib and Sarhan, Muhammad. (2015). The effectiveness of the inverted learning model in the achievement and performance of e-learning skills among undergraduate students in the College of Education. A working paper was presented to the first international conference of the College of Education, which was held during the period (12-15) April (2015).
Johnson, L. & Renner, J. (2012). Effect of the flipped classroom model on a secondary computer applications course: Student and teacher perceptions, questions, and student achievement. Unpublished Doctoral Dissertation University of Louisville, Kentucky, USA.
Sevin, E. (2010). Learning and teaching from modularity to informatics. Cairo: Egypt, Dar Al-Kitab Publishing House.
Shakaa, H. (2016). The effect of the blended learning and flipped learning strategies on seventh-grade students' achievement in science and their retention of learning. Unpublished Master's Thesis, Middle East University, Jordan.
Shehata, H. (2009). E-learning and emancipation of the mind. Cairo: Egypt, Arab World Publishing House.
Shorman, A. (2015). Blended learning and flipped learning. Amman: Jordan, Dar Al Masirah for Publishing and Distribution.
Published
2022-06-30
How to Cite
Zuhair Ahmed Al-Hasanat. (2022). The Impact of Flipped Learning Strategy on the Achievement of Tenth-Grade Students in Arabic Language Subject in Jordan. Britain International of Humanities and Social Sciences (BIoHS) Journal, 4(2), 377-385. https://doi.org/10.33258/biohs.v4i2.686
Section
Articles
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