Flipped Classroom Effects on Grade 9 Students' Critical Thinking Skills, Psychological Stress, and Academic Achievement

Autor/inn/en	Atwa, Zaher; Sulayeh, Yaman; Abdelhadi, Ahmad; Jazar, Hazem Abu; Eriqat, Samah
Titel	Flipped Classroom Effects on Grade 9 Students' Critical Thinking Skills, Psychological Stress, and Academic Achievement
Quelle	In: International Journal of Instruction, 15 (2022) 2, S.737-750 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Flipped Classroom; Grade 9; Secondary School Students; Critical Thinking; Thinking Skills; Psychological Patterns; Anxiety; Academic Achievement; Foreign Countries; Single Sex Schools; Predictor Variables; Palestine + Suchen Sie Ihr Suchwort? Flipped classrooms; Flip teaching; Inverted teaching; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Kritisches Denken; Denkfähigkeit; Angst; Schulleistung; Ausland; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Prädiktor; Palästina
Abstract	Flipped classroom is a recent trend in educational technology that tends to improve students learning. The purpose of this study is to examine the effectiveness of flipped classroom on grade 9 students' critical thinking skills, psychological stress and academic achievement in four subjects: Science, Math, IT and English. Quasi-experimental method was used in this study with pretest- posttest design for quantitative data, and the thematic analysis approach for qualitative data. The respondents are 16 teachers and 385 students from 4 public male and female schools. The study was conducted during the second semester 2019. The video lessons that developed or selected from internet were presented on closed Facebook group per subject for students to view and prepare before coming to classroom session. Seven research tools were prepared: open questionnaire tool for teachers and six research tools for students were prepared and conducted twice for experimental and control groups: before and after flipped classroom implementation. The tools were critical thinking skills test, psychological stress questionnaire and academic achievement test per subject. Descriptive and inferential analyses were used. The flipped classroom implementation results in statistically significant difference at the level of significance ([alpha] <0.05) between controlled and experimental groups in favor of the latter one in critical thinking skills, Math achievement and psychological stress. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01