Refworks Format

A1 Al-Mumen, Huda A2 Al-Muhareb, Khaled A2 Al-Rowaished, Noha AB تتناول هذه الدراسة أثر استخدام النمذجة عن طريق الفيديو التعليمي الذي تم عرضه عن طريق الأيباد على اكتساب مهارات الرياضيات الوظيفية، وتحديداً مهارات النقود، من قبل الطلاب ذوي الإعاقات المعرفية الشديدة. أجريت الدراسة على ستة من التلاميذ ذوي الإعاقة العقلية الشديدة باستخدام منهج دراسة الحالة الواحدة متعدد الخطوط القاعدية. تم الكشف عن مدى فاعلية برنامج التدخل على اكتساب مهارة النقود من قبل المراهقين ذوي متلازمة داون. وأشارت نتائج البحث الى أن المشاركين قد طوروا من مهارات النقود لديهم بعد إيصال الفيديو التعليمي عن طريق الأجهزة اللوحية (الأيباد). كما خلصت الدراسة الى عدد من التوصيات ومقترحات لأبحاث ودراسات مستقبلية. (الملخص المنشور) http://search.shamaa.org/abstract_ar.gif AB This quasi-experimental study investigated the flipped classroom approach's impact on the academic achievement and motivation of seventy-six female college students who were around 21 years old. They enrolled in one of the teacher education programmes. Pre- and post- tests were employed to assess achievement, whereas two separate scales were used to evaluate motivation. Results of the academic achievement post-test revealed mean scores of 50.08 and 40.93 for the experimental and control groups respectively, with a t value of 3.70, which is statistically significant at the .01 level. Regarding motivation, for the first scale, mean scores of 3.51 and 3.24 were obtained by the experimental and control groups respectively, with a t value of 2.00, which is statistically significant at the .05 level. As for the second motivation scale, mean scores of 3.46 and 3.23 were obtained by the experimental and control groups respectively, with a t value of 2.00, which is statistically significant at the .05 level in favor of the former group. Based on these results, it can be concluded that the flipped classroom approach produced both improved motivation and academic achievement in the experimental group. This study was one of a few in the field that tackled flipped learning in relation to teaching English as a foreign language, and conducted on EFL students in their native country. Likewise, it was almost the only one, as based on data searching, which dealt with student teachers as participants. (Published Abstract) http://search.shamaa.org/abstract_en.gif OP pp. 27-55 T1 The impact of video modeling in teaching money skills for students with moderate intellectual disability [Article]