The Effect of Flipped Classroom technique on Iraq EFL Students’ Achievement in Learning Adjectives

2019 ◽  
pp. 587-563
Author(s):  
Assi. Prof. Saad Salal ◽  
Assi. Instr. Bilal Ali
Keyword(s):  
Flipped Classroom ◽  
Basic Education ◽  
Control Group ◽  
English Department ◽  
Validity And Reliability ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Efl Students ◽  
A New Technique ◽  
Experimental Group

The current study aimed at investigating the effect of flipped classroom technique on Iraq EFL students’ achievement in learning adjectives.        The sample of the current study was 3rd grade students from the English Department at the college of Basic Education/ Al-Mustansiriyha University.     To filful the aim of the study, the researcher adopted a null hypothesis which indicates that there was no significant difference between students’ achievement that used a new technique in learning adjectives of that do not use. To achieve the aim of the current study an eight weeks experiment was conducted on the experimental group with pre and posttest. The experiment was started on 11 October and ended in 11th January, 2017.        At the end of the experiment, the researcher has used t-test for two groups and he submitted the form of the test to experts to ensure its validity and reliability, the  calculated results had shown that there was a statistically significance difference between the achievement of the students of the experimental group on the posttest from control group. Finally, the researcher had put down some conclusions, recommendations and suggestions for further research.

The Effect of Using Students Peer Teaching on Iraqi EFL Students' Achievement in the Course of Library and Research Work

2019 ◽  
Vol 1 (33) ◽  
pp. 693-714
Author(s):  
. Muntaha Sabbar Jebur
Keyword(s):  
Basic Education ◽  
Teaching Method ◽  
Research Work ◽  
Peer Teaching ◽  
Control Group ◽  
College Of Basic Education ◽  
Significant Difference ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

          Peer teaching is a strategy that allows the students to teach the new content to each other, and they must be accurately guided by instructors.     The researcher proposes that the use of students peer teaching  may promote students' achievement  and ensure the engagement of all the students in the learning process. Therefore, the researcher employs it as a teaching method aiming at investigating its  effect on Iraqi EFL students' achievement in the course of Library and Research Work .      The study hypothesizes that there is no significant difference between the students' achievement who are taught library and research work by students peer teaching  and that of the students taught by the traditional way. The experimental design of the study is Parallel Groups, Random Assignment, posttest. Each group consists of 35 students, chosen randomly from the Third Year Students at the Department of English in the College of Basic Education. Both groups were matched in terms of their age and parents' education. The experiment was fulfilled in the first course for 15 weeks during the academic year 2016-2017.       The same materials were presented to both groups. This included   units from Writing Research Paper by Lester D. . Post-test was constructed and exposed  The t-test for  independent samples was used to analyze the results and it is found out that there is a statistical difference between the two groups in their achievement because the calculated t- value 2.635 is bigger than the tabulated t- value which is 2.000, and also shown the superiority of the experimental group. The results indicate that the experimental group, who was taught Library and Research Work by peer teaching   was better than the control group, who was taught according to the traditional way. So, the null hypothesis is rejected. Finally, some recommendations and suggestions are presented in the light of the study findings. to a jury of experts to verify its validity and it was administered to both groups.

scholarly journals Using Word Study Approach to Improve Omani EFL Students’ Spelling Performance

2019 ◽  
Vol 12 (8) ◽  
pp. 112
Author(s):  
Zainab Al-Yahmedi ◽  
Saleh Al-Busaidi ◽  
Fawzia Al-Seyabi
Keyword(s):  
Basic Education ◽  
Female Students ◽  
Future Research ◽  
Control Group ◽  
Word Study ◽  
Study Approach ◽  
Spelling Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Experimental Group

The purpose of this study was to investigate the effect of Word Study approach on the development of spelling performance of Grade Five female students in the Sultanate of Oman. The sample of the study consisted of 66 grade five female students from a Governmental Basic Education school in South Al Batinah Governorate. They were divided into two groups: an experimental group who studied spelling using Word Study approach and a control group who studied spelling using the traditional basal approach. The results showed a statistically significant difference between the two groups in favor of the experimental group. The study puts forward some recommendations for future research and for teaching.

scholarly journals The Effect of Using Group Work Technique on Developing Attitudes of non-English Major Students towards Learning English as a Foreign Language

2019 ◽  
Vol 25 (103) ◽  
pp. 1-22
Author(s):  
Asst. Instr. Hayder Abdulzahra Shalash
Keyword(s):  
Foreign Language ◽  
Group Work ◽  
Basic Education ◽  
Control Group ◽  
Significant Difference ◽  
English Major ◽  
And Control ◽  
Experimental Group ◽  
Work Technique ◽  
Learning English

       The present study aims at investigating the effect of applying group work technique on developing non-English major students' attitude towards learning English as a foreign language .Two null hypotheses have been formulated; the first hypothesis states that there is no statistically significant difference between the experimental and control group in their attitude towards learning EFL after the experiment. The second one states that there is no statistically significant difference in (pre-post questionnaire) of the experimental group students' attitude towards learning EFL. To achieve the aim of the study, and verify its hypothesis, the researcher has applied eight week experiment. A sample of 62 students has been chosen and divided into experimental and control groups. It has been chosen randomly from the second year students in the Basic Education College/ Department of History/Academic year (2017-2018).        The attitude questionnaire for both groups was applied before and after the experiment. After processing the results statistically, it was found that there is a statistically significant difference in favor of the experimental group. Having used the t-test formula, it was found that there is statistically significant development in the experimental group students' attitude towards learning EFL, which in turn indicates that the use of GWT is more effective than the traditional method.  Conclusion and recommendations were drawn.  

scholarly journals The effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan: أثر استراتيجية تستند للمنحى التواصلي في الاستيعاب القرائي لدى طالبات الصف العاشر الأساسي في الأردن

2020 ◽  
Vol 4 (18) ◽  
Author(s):  
Maryam Hammad Abdallah Al-mousah
Keyword(s):  
Reading Comprehension ◽  
Arabic Language ◽  
Control Group ◽  
Validity And Reliability ◽  
Continuous Approach ◽  
Significant Difference ◽  
Before And After ◽  
Tenth Grade ◽  
Communicative Approach ◽  
Experimental Group

The study aimed to reveal the effect of a strategy based on the communicative approach in reading comprehension for tenth grade students in Jordan. To achieve the aims of the study, a test was designed to measure reading comprehension skills, and its validity and reliability were confirmed, The semi-experimental design was adopted, as the experimental group consisting of (25) students was studied according to the strategy based on the communicative approach, and the control group consisting of (25) students was studied in the usual way, The test was applied to the two groups before and after the experiment, The results of the ANCOVA analysis showed that there was a statistically significant difference at (α≤05,0) between the two groups due to the strategy based on the continuous approach in improving reading comprehension, and for the benefit of the experimental group. The study recommended employing a communicative approach in teaching the Arabic language topic, and conducting other similar studies in different educational stages and with new changes.

scholarly journals The Effect of Robinson Strategy and Self- Inquiry on Eighth class student's Achievement in Kurdish literature

2018 ◽  
Vol 226 (3) ◽  
pp. 311-336
Author(s):  
Surror Abdul Kareem Ali
Keyword(s):  
Test Validity ◽  
Female Students ◽  
Control Group ◽  
Validity And Reliability ◽  
Pearson Coefficient ◽  
Significant Difference ◽  
Multiple Choice Items ◽  
Formula Recognition ◽  
Academic Year ◽  
Experimental Group

    The present research aims at identifying the effect of Robinson strategy and Self- Inquiry on the student's achievement in Kurdish literature. To achieve the study aim, the researcher has chosen randomly eighth class students (2nd intermediate) from Hemin school, pishder directorate/ Suliymania for the academic year 2014- 2015. The sample of the study is 76 male and female students and it is distributed as 27 studenets as the first experimental group, 24 student as the second expermintal group, and 25 students as the control group.               The Three groups have been matched according to the following variables: the student's age, their intelligence, their last year grades in kurdish. The experiment lasted one academic semester which is the first one during which the researcher herself has taught the three groups. The researcher has constructed an objective test consist of  35 items, some are multiple choice items, other are true/ false items and completion items. The test validity and reliability have been ascertained. The following statistical tools have been used: ANOVA, Difficulty Coefficient Formula, Recognition Coefficient, Scheffe's test, pearson coefficient Formula. The results of this study have been proven the effectiveness of Robinson strategy which was taught to the first experimental group. Also self Inquiry has proven its success upon the traditional way of teaching. Also, no statistically significant difference is found at 0.05 between the first experimental group, which is taught by Robinson strategy, and the second experimental group which is taught by self- Inquiry. 

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

2019 ◽  
pp. 769-777
Author(s):  
Adeeb M. Jarrah ◽  
Khaled Mohammed Abdel Baki Mohammed Diab
Keyword(s):  
United Arab Emirates ◽  
Flipped Classroom ◽  
Standardized Test ◽  
Thinking Skills ◽  
Control Group ◽  
Mathematics Skills ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Student Achievements ◽  
Experimental Group

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.

scholarly journals Exploring the Effect of the Flipped Classroom Model on EFL Phonology Students’ Academic Achievement

2021 ◽  
Vol 3 (2) ◽  
pp. 37-53
Author(s):  
Mohsine Wahib ◽  
Youssef Tamer
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Flipped Classroom ◽  
Experimental Studies ◽  
Control Group ◽  
Great Success ◽  
Success In Higher Education ◽  
Post Test ◽  
Efl Students ◽  
Experimental Group

Recent research has shown that the flipped model had a great success in higher education. Yet, there are very limited experimental studies that prove its effects on EFL students’ academic achievement in Moroccan higher education. The central objective of this paper is to investigate the effectiveness of the flipped model in an EFL Phonology course and its effect on students’ academic achievement. The sample was composed of 156 participants (n=156) of two intact groups of EFL phonology course at two Moroccan higher education institutions. In a semester-long study, the phonology course was taught using the flipped model. Working with the existing intact classrooms made the study adopt a quasi-experiment design.  The teacher inverted the course by offering lectures via videos for students to view at home using the free online platform Edpuzzle and then followed up by providing activities and more practice in the classroom. Quantitative data were gathered using self-designed achievement test as a pre-test and post-test for both control and experimental groups. The results revealed a significant increase in the participants’ academic achievement in the experimental group in comparison to the control group.

scholarly journals The Effect of Reflection-Supported Process-Based Writing Teaching on Iraqi EFL Students' Writing Performance and Attitude

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Salam Hamid
Keyword(s):  
Performance Test ◽  
College Of Education ◽  
Attitude Scale ◽  
Control Group ◽  
Writing Performance ◽  
Significant Difference ◽  
Efl Students ◽  
Writing Assignment ◽  
And Control ◽  
Experimental Group

The study aims at finding out the effect of process-based writing teaching supported by students' reflection on their performance in, and attitude toward writing. It hypothesizes that there is no statistically significant difference between the mean score of the experimental group taught writing according to the reflection-supported process-based approach and the control group taught writing according to the process-based approach in the writing performance test and writing attitude scale. To achieve the aims of the study, two second year sections in the Department of English of the College of Education/ Ibn Rushd for Human Sciences are randomly assigned as the experimental and control groups with 43 and 45 students respectively. The experiment in this study lasts for 15 weeks during which both groups are taught writing according to the process approach and given one writing assignment per week. Only the experimental group students are required to reflect on their writing performance in every writing assignment by using a reflection sheet prepared for this purpose. At the end of the experiment, the two instruments of the study, i.e., a writing performance test and attitude toward writing scale are administered on both groups. The statistical manipulation of the results achieved shows that supporting the process orientation to writing teaching with a phase of students reflection on their writing performance is effective in developing their writing performance and helping them formulate positive attitude toward writing. In the light of the results and conclusions achieved, a set of recommendations is put forward.

The Impact of the Flipped Classroom on Students' Academic Achievements in Secondary Schools

2020 ◽  
pp. 175-192
Author(s):  
Meruyert Koshegulova ◽  
Yerkhan Mindetbay
Keyword(s):  
Flipped Classroom ◽  
Placement Test ◽  
Control Group ◽  
Flipped Learning ◽  
Academic Achievements ◽  
Significant Difference ◽  
Before And After ◽  
The Subject ◽  
The Impact ◽  
Experimental Group

The purpose of this study is to analyze the effects of flipped learning on students' academic achievements in the subject of science at Bilim Innovation Lyceums (BIL) in Kazakhstan. For this purpose, pre and post surveys were conducted on 168 students who were divided into two groups; the experimental group consisting of 84 students who took part in flipped learning classes for seven weeks and the control group consisting of 84 students who experienced the traditional method of classroom instruction at the same period. To achieve the objectives of the study, a final placement test score was used before and after the introduction of the flipped classroom model. The results of the study are summarized as follows. There were a significant difference between the two groups in terms of academic achievement when it measured by test scores before and after the concerned semester. On the basis of these findings, several suggestions were made for the schools to utilize innovative instructional methods including flipped learning for sustainable education in the future.

scholarly journals The Contribution of English Gossip Magazine on Students’ Enthusiasm in Speaking Ability

2017 ◽  
Vol 1 (2) ◽  
pp. 1-14
Author(s):  
Ismail Ismail
Keyword(s):  
Conventional Method ◽  
Control Group ◽  
English Department ◽  
Learning Material ◽  
Control Groups ◽  
Significant Difference ◽  
And Control ◽  
Experimental Group

This current study sought to reveal the impacts of corpus-based activities on verb-noun collocation learning in EFL classes. This study was carried out on two groups – experimental and control groups- each of which consists of 15 students. The students were preparatory class students at School of English Department, STKIP Muhammadiyah Enrekang. Before the treatment, a pretest was administered to both groups. The results of the pretest demonstrated that there was not significant difference between the control and the experimental group. Throughout the study, the experimental group was taught speaking through English Gossip Magazine materials taken from webzines, and the control group was taught through a conventional method. The results demonstrated that there is a statistically significant difference between experimental and control group in terms of the type of treatment, which signifies that English Gossip Magazine as a resource of learning material activities has a significant contribute on speaking development  in EFL classes.

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