Participants' satisfaction with flipped classroom (n = 26) (continued)

Participants' satisfaction with flipped classroom (n = 26) (continued)

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This study aimed to investigate the effectiveness of a flipped classroom for students' academic performance and satisfaction. A mixed-methods research design was used to compare the two approaches of a traditional lecture and flipped classroom. Data were gathered via an achievement test, survey questionnaire and interviews, and then analysed. The r...

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... 26 students in the flipped classroom course responded to the questionnaire. Table 3 presents the main section of the questionnaire that included the participants' views on the flipped classroom. As presented in Table 3, most participants (88%) agreed that they were able to learn from the course materials in the flipped classroom, and that discussions during class helped them understand other perspectives (M = 4.31, SD = .68), ...
Context 2
... 3 presents the main section of the questionnaire that included the participants' views on the flipped classroom. As presented in Table 3, most participants (88%) agreed that they were able to learn from the course materials in the flipped classroom, and that discussions during class helped them understand other perspectives (M = 4.31, SD = .68), while only 12% of participants were unsure. ...

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... As early as kindergarten, ability self-concepts were shown to be domain-specific [72]. The relative supremacy of ability is consistent with the literature on the subject that is currently available [73] and with innumerable studies that have examined the relationships between students' ability and their achievement [74]. The proportional weights of ability self-concepts were much larger than those of the comparable intelligence scores. ...
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... Therefore, flipped learning can promote effective teamwork while also increasing critical thinking skills and student satisfaction (Sun and Xie, 2020) (Rawas et al., 2020). The authors also indicate that flipped learning improves student engagement and academic progress (Alamri, 2019;Al-Rahmi et al., 2022a;G omez-García et al., 2020). The flipped classroom paradigm can assist students in developing their technology and digital literacy as well as their capacity for 21st-century learning (Palaz on-Herrera and Soria-Vlchez, 2021; Zainuddin et al., 2019). ...
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The study examined relationship between utilization of computer and academic achievement of postgraduate students in degree awarding institutions in Anambra State. The independent variable of the study is utilization of computer. While academic achievement of postgraduate students which is dependent variable was measured through individual scores of respondents in Research Methodology offered by all postgraduate students of all the sampled institutions. The is study employed correlational survey design. Population of the study consists of 8500 postgraduate students in three Universities offering Postgraduate programme in Anambra State. Data was collected from 382 students randomly selected with Taro Yamane's formula through a researcher developed structured questionnaire. The questionnaire was validated. Cronbach Alpha reliability coefficient technique which yielded 0.78 was used to establish the internal consistency of the instrument. Data was analysed using Pearson correlation coefficient. The corresponding p-value of the Pearson correlation coefficient was used in testing the formulated hypotheses at .05 level of significance. Result of the analyses revealed that there is positive and significant relationship between utilization of computer and academic achievement of postgraduate students in degree awarding institutions. Based on the finding, it was recommended that Government through the supervising ministries and regulatory bodies should provide and encourage using computer in teaching and learning process to enhance students' academic performance.