International Journal of Educational and Psychological Studies

Volume 10 - Issue 3 (2) | PP: 542 - 557 Language : العربية
DOI : https://doi.org/10.31559/EPS2021.10.3.2
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The effectiveness of teaching using virtual classrooms and flipped classrooms in developing the achievement of first-year secondary students in the subject of history in the Southern Mazar District

Ahmad Mohammad Abdulkader Saraireh ,
Omar Hussain Omari
Received Date Revised Date Accepted Date Publication Date
29/6/2021 7/7/2021 22/7/2021 15/12/2021
Abstract
The study aimed to know the effectiveness of teaching using virtual classrooms and flipped classrooms in developing the achievement of first-year secondary students in the subject of history in the Southern Mazar District. To achieve the objectives of the study, the quasi-experimental approach was adopted, where the study was conducted on an experimental group consisting of (23) students who were taught through virtual classes and an experimental group consisting of (22) taught by flipped classrooms, where the choice was by the intentional way. They were distributed among two study divisions randomly from the first-year secondary students at Jaafar bin Abi Talib Secondary School for the academic year 2020/2021 AD. To collect the study data, an achievement test was prepared. The validity and reliability of this tool were verified before its application and the results of the study showed that there were statistically significant differences in favor of flipped classes and development of achievement. According to the results of the study, the researcher recommends conducting more studies in the field of virtual classrooms and flipped classrooms


How To Cite This Article
Saraireh , A. M. A.& Omari , O. H. (2021). The effectiveness of teaching using virtual classrooms and flipped classrooms in developing the achievement of first-year secondary students in the subject of history in the Southern Mazar District . International Journal of Educational and Psychological Studies, 10 (3), 542-557, https://doi.org/10.31559/EPS2021.10.3.2

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