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The Effect of Two Strategies for Participatory Flipped Classrooms (Reactive and Proactive) on Academic Achievement and Developing Critical Thinking Skills for Sixth-grade Students in the Subject of Professional Education in Amman.

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  • معلومة اضافية
    • الموضوع:
      AMMAN (Jordan)
    • نبذة مختصرة :
      The article aimed to investigate the effect of two strategies for participatory flipped classrooms (progressive and retrograde) on academic achievement and developing critical thinking skills for sixth-grade students in vocational education in the Kasbah Amman district and their stability. The study relied on the quasi-experimental approach, and the sample consisted of (90) students from sixth-grade students; the sample was drawn intentionally from the Al Hassad Al Tarbawi Schools, and they were randomly distributed into three groups. (α = 0.05) between the traditional method, on the one hand of the retrograde and progressive teaching strategies on the other hand, the differences were in favor of each of the regressive and progressive teaching strategies. Hence, there were statistically significant differences (α = 0.05) between the retrograde teaching strategy and the progressive teaching strategy, and the differences came in favor of the Retroactive teaching strategy It was also found that there were statistically significant differences (α = 0.05) between the traditional method on the one hand and each of the two retrograde teaching strategies. The author recommends paying attention to applying the flipped classroom strategy to all subjects and age groups. [ABSTRACT FROM AUTHOR]
    • نبذة مختصرة :
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