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https://ptsldigital.ukm.my/jspui/handle/123456789/487862Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Rosseni Din, Assoc. Prof. Dr. | - |
| dc.contributor.author | Zaher M A Atwa (P71592) | - |
| dc.date.accessioned | 2023-10-11T09:33:18Z | - |
| dc.date.available | 2023-10-11T09:33:18Z | - |
| dc.date.issued | 2017-10-05 | - |
| dc.identifier.other | ukmvital:97162 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/487862 | - |
| dc.description | Flipped learning model is a new trend in ICT that can improve the teaching and learning process including Physics. Learning Physics is difficult for some students and this causes low academic achievement and estrangement. Thus, there is a need to use suitable learning methods to personalize learning. This, in turn, makes the student the center of the teaching-learning process. Flipped learning in Physics teaching is important to make the subject fun and attractive. There were shortages in research studies conducted in Palestinian schools concerning flipped learning effectiveness of Physics teaching. This study investigates and describes the effects of flipped learning in Physics teaching on the Palestinian secondary school students motivation, achievement and critical thinking skills. The topic is relevant because it tends to improve the learning process of physics in secondary schools. To achieve this, the researcher developed a series of video lessons by integrating ICT in Physics topics. The quasi-experimental method was used. The sample was 113 students from grade 11 in Palestine: 57 students in the experimental group, and 56 students in the control group. The three research tools were Physics Motivation Questionnaire, Physics Achievement Test and California Critical Thinking Skills Test. They were validated, piloted and found to be reliable. They were administered twice for the same students as pre-test and post-test design. Both quantitative and qualitative data were collected. Descriptive and inferential analyses were used for the quantitative data (T-test, ANOVA, MANOVA, and multiple regression tests) to determine the differences and relations between the groups. Two Physics teachers who implemented this study responded positively towards the benefits, challenges of implementing of the flipped learning; and their reflections on the research results. It has been found that there were statistically significant differences between control and experimental groups in favor of experimental group for motivation and achievement. While concerning the critical thinking skills, there was no significant difference between both groups. Also it is found that gender is significant in Physics achievement toward female students and the students age is significant in motivation to learn Physics toward younger students.,Certification of Master's/Doctoral Thesis" is not available | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | Flipped learning | - |
| dc.subject | Physics | - |
| dc.subject | Secondary school | - |
| dc.subject | Effectiveness | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.title | The effects of flipped learning in Physics teaching on secondary students motivation, achievement and critical thinking | - |
| dc.type | Theses | - |
| dc.format.pages | 285 | - |
| dc.identifier.barcode | 002915(2017) | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ukmvital_97162+SOURCE1+SOURCE1.0.PDF Restricted Access | 613.39 kB | Adobe PDF |  View/Open |
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