Date of Award

5-2016

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Curriculum & Instruction

First Advisor

Dr. Adeeb Jarrah

Second Advisor

Dr. Hassan Tairab

Third Advisor

Dr. Qasim M. Alshannag

Abstract

The flipped classroom instruction considered as the focus of many researchers and teachers in the recent years, many teachers around the word tried the flipped classroom instructions in different ways, different tools, to teach different subjects with different grades. Taking in the consideration, applying the flipped classroom teaching methods needs a lot of preparation and technological tools. This study utilized a quasiexperimental method research design to investigate the effect of flipped classroom instruction 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. The purpose of this study was to determine if there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students, the experimental group was taught by flipped classroom instruction, and the control group was taught by ordinary teaching methods. The result of the posttest showed a statistically significant point of preference for the experimental group over the control group in all of the new SAT mathematics skills except the problem solving and data analysis skills. Finally, study findings suggest that teachers who are teaching mathematics standardized test skills like SAT may use flipped classroom instruction to increase the students’ readiness and to improve the students’ thinking skills to simulate the 21st-century skills. After offering a proper training and professional development courses in the best practice of flipped classroom instruction.

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