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

Autor/inn/en	Jarrah, Adeeb M.; Diab, Khaled Mohammed Abdel Baki Mohammed
Titel	The Effect of Flipped Classroom Model on Students' Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills
Quelle	5 (2019) 3, S.769-777 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2413-6670
Schlagwörter	Homework; Video Technology; Technology Uses in Education; Teaching Methods; Mathematics Achievement; Mathematics Skills; Grade 11; Females; High School Students; Conventional Instruction; Instructional Effectiveness; Foreign Countries; College Entrance Examinations; United Arab Emirates; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Hausaufgabe; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; School year 11; 11. Schuljahr; Schuljahr 11; Weibliches Geschlecht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Ausland; Aufnahmeprüfung; Vereinigte Arabische Emirate
Abstract	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. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01