Integrating STAD and Flipped Learning in Expository Writing Skills: Impacts on Students' Achievement and Perceptions

Autor/inn/en	Shafiee Rad, Hanieh; Namaziandost, Ehsan; Razmi, Mohammad Hasan
Titel	Integrating STAD and Flipped Learning in Expository Writing Skills: Impacts on Students' Achievement and Perceptions
Quelle	In: Journal of Research on Technology in Education, 55 (2023) 4, S.710-726 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shafiee Rad, Hanieh) ORCID (Namaziandost, Ehsan) ORCID (Razmi, Mohammad Hasan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2022.2030265
Schlagwörter	Cooperative Learning; Teaching Methods; Flipped Classroom; Writing Skills; Writing Improvement; Student Attitudes; Expository Writing; English (Second Language); Second Language Learning; Males; Foreign Countries; Private Schools; Adult Students; Iran + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Flipped classrooms; Flip teaching; Inverted teaching; Writing skill; Schreibfertigkeit; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Male; Männliches Geschlecht; Ausland; Private school; Privatschule; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin
Abstract	The current research examined the impact of the Student Team Achievement Division (STAD, a structured cooperative learning method) and flipped learning on improving students' expository writing skills and their perceptions about learning. The study was carried out in 11 weeks and employed a pretest/posttest quasi-experimental design through which two classes were randomly assigned to STAD flipped learning and traditional face-to-face situations. The STAD flipped group (N = 24) joined a class learning expository writing instructions with STAD principles in a flipped classroom whereas their control group counterparts (N = 24) were enrolled in a class and received the same expository writing instruction in a traditional lecture-based class. The expository essay pretests and posttests along with post-treatment for both groups and the semi-structured interviews for the experimental group only were used to collect data. ANCOVA analyses showed that the intervention significantly improved students' expository writing scores through this model of teaching. Subsequent analyses demonstrated that the learners had positive perceptions and experiences related to the STAD flipped learning, instructor support, team support, and personal feelings about the course themes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01