In:
The Journal of Social Sciences Research, Academic Research Publishing Group (Publications), , No. 53 ( 2019-3-10), p. 769-777
Abstract:
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.
Type of Medium:
Online Resource
ISSN:
2413-6670
,
2411-9458
DOI:
10.32861/jssr.53.769.777
Language:
Unknown
Publisher:
Academic Research Publishing Group (Publications)
Publication Date:
2019
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