The Effect of Using Flipped Classroom in Teaching Calculus on Students' Achievements at University of Tabuk

Autor/in	Albalawi, Abdullah S.
Titel	The Effect of Using Flipped Classroom in Teaching Calculus on Students' Achievements at University of Tabuk
Quelle	In: International Journal of Research in Education and Science, 4 (2018) 1, S.198-207 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Foreign Countries; Educational Technology; Technology Uses in Education; Homework; Video Technology; Teaching Methods; Mathematics Instruction; College Mathematics; Calculus; Pretests Posttests; Achievement Tests; Control Groups; Experimental Groups; Comparative Analysis; Majors (Students); Hypothesis Testing; Males; Blended Learning; Quasiexperimental Design; Statistical Analysis; Saudi Arabia + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Hypothesenprüfung; Hypothesentest; Male; Männliches Geschlecht; Statistische Analyse; Saudi-Arabien
Abstract	This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year's students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and was available for the treatment group. Pre- and post-achievement tests were developed in calculus, being the topic of the Math2 course, and implemented for the two groups: the control group consisted of 45 students and the treatment group consisted of 47 students. The results revealed a significant difference in students' performance, favoring the treatment group which was taught using the flipped classroom instruction. However, no statistical significance was found in students' performance related to their majors (medicine, applied medical science, engineering, computer science, and science). (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01