عنوان

The Influence of the Inverted Classroom on Student Achievement and Motivation for Learning in Secondary Mathematics in the United Arab Emirates: A Quasi-Experimental Study

شماره

TL48884

زبان متن نوشتاري يا گفتاري و مانند آن

انگلیسی

عنوان اصلي

The Influence of the Inverted Classroom on Student Achievement and Motivation for Learning in Secondary Mathematics in the United Arab Emirates: A Quasi-Experimental Study

نام عام مواد

[Thesis]

نام نخستين پديدآور

Nadine Tarazi

نام ساير پديدآوران

Cummins, Linda

نام ناشر، پخش کننده و غيره

Northcentral University

تاریخ نشرو بخش و غیره

2016

نام خاص و کميت اثر

171

متن يادداشت

Committee members: Cleeton, Lorraine; Jeter, Nari

متن يادداشت

Place of publication: United States, Ann Arbor; ISBN=978-1-339-87068-7

جزئيات پايان نامه و نوع درجه آن

Ed.D.

نظم درجات

School of Education

کسي که مدرک را اعطا کرده

Northcentral University

امتياز متن

2016

متن يادداشت

In the United States (US) and in the United Arab Emirates (UAE) students are still attaining poorly in high school mathematics despite efforts from educational leaders to improve the math curricula both in middle and high schools. Results of the Program for International Student Assessment (PISA) revealed that 31 countries out of 65 had better achievement in mathematics than the US. Results of the Trends International Mathematics and Science Study (TIMSS) indicated that the average mathematics achievement of fourth and eighth grade students in the UAE was below the TIMSS scale center point of 500. A quasi-experimental non-equivalent comparison-group design was used in this study to determine quantitatively whether, or not, the inverted classroom strategy influenced high school student achievement and motivation for learning Algebra II at the secondary level in an urban proprietary school offering a US curriculum, established in Dubai in the United Arab Emirates. The sample in this study consisted of four groups (as the school segregates gender) of about 74 eleventh graders. Two groups of male and female students received the treatment to model the inverted classroom. The other groups of male and female students served as the comparison group and studied in a traditional classroom. Students in all four groups were taught by the same teacher and were given the same lessons, worksheets, exercises, and assessment. What differed was the inverted classroom treatment given to the treatment group. The ANOVA was used to analyze the Algebra II post-test scores of the treatment and the comparison groups, to determine student motivation for learning Algebra II, and to test for statistical differences across gender treatment groups. The findings revealed a statistically significant difference in student achievement but no significant difference in the motivation for learning between students who learned in an inverted classroom and students who learned in a traditional classroom. The findings also revealed that there was no significant difference in student achievement between genders who learned in the inverted classroom. In-depth research studies were recommended to explore further the impact of the inverted classroom at the secondary level.

موضوع مستند نشده

Mathematics education; Secondary education; Educational technology

اصطلاح موضوعی

Education;Flipped classroom;Gender gap;Inverted classroom;Mathematics improvement;Student achievement;Student motivation

مستند نام اشخاص تاييد نشده

Okdem Ates, Yeliz

مستند نام اشخاص تاييد نشده

Cummins, Linda

تقسيم فرعي

School of Education

مستند نام تنالگان تاييد نشده

Northcentral University

شماره بازیابی

1814774321; 10129090

نام الکترونيکي

فرمت انتشار

p

نوع ماده

[Thesis]

کد کاربرگه

276903

سطح دسترسي

a

تكميل شده

Y