The effectiveness of a program based on the flipped learning strategy using the electronic wall “Padled” to improve some Self-Regulation Learning skills for first-grade preparatory Female students

Aboelazm, Huda

doi:10.21608/jsre.2022.122943.1447

The effectiveness of a program based on the flipped learning strategy using the electronic wall “Padled” to improve some Self-Regulation Learning skills for first-grade preparatory Female students

Document Type : Original Article

Author

huda aboelazm

faculty of education

10.21608/jsre.2022.122943.1447

Abstract

The current research aimed to identify the effectiveness of the program based on the flipped learning strategy using the electronic wall to improve some self- Regulation Learning skills for first year middle school students. And the study followed the semi-experimental approach, the sample consisted of 60 (30 control group and 30 experimental group) female students, the research sample ages ranged from (12-14) years with a mean age of (12.7), and a standard deviation of (±0.67). The researcher used the self- Regulation learning skills scale prepared by the researcher. The data analyzed by using independent samples t-test, and paired samples t-test, and the research find the following results: there was a statistically significant differences at the significance level of (0.01) between the mean scores of the experimental group students in the pre and post measurements on the dimensions of the self- regulation learning skills scale in mathematics (goal setting and planning, searching for information, keeping records, requesting social assistance, self-evaluation), and total score for the post measuring,, and there was a statistically differences at the significance level of (0.01) between the mean scores of the experimental and control groups students in the post measurement on the dimensions of the self- regulation learning skills scale in mathematics, and total score for the experimental group students, and there was no a statistically significant differences between the mean scores of the experimental group students in Post and follow-up measurements on the dimensions of the self- regulation learning skills scale in mathematics, and total score of the scale.

Keywords

Main Subjects

Educational psychology

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