The Impact of Using Flipped Classroom Instruction on the Writing Performance of Twelfth Grade Female Emirati Students in the Applied Technology High School (ATHS)

dc.Location2014 LB 1525.34 F37
dc.SupervisorDr John McKenny
dc.contributor.authorFarah, Mireille
dc.date.accessioned2014-10-16T12:39:06Z
dc.date.available2014-10-16T12:39:06Z
dc.date.issued2014-03
dc.description.abstractThe aim of the present study is to examine the impact of using a Flipped Classroom Instructional Method on the writing performance of twelfth grade Emirati female students at the Applied Technology High School (ATHS) in Abu Dhabi, United Arab Emirates (UAE). The main objective of the research study is to measure whether there are any significant differences in the writing attainment of students who learn through the flipped classroom instruction method and those who learn “traditionally”. The research also sought to identify female students’ perception of the Flipped Instruction in an ESL writing setting. For this purpose, a fifteen-week teaching program was designed to cover the main IELTS Tasks 1 and 2 writing objectives. The program consisted of instructional videos and differentiated class tasks that were used with only one group of students while the other group studied the teaching material in a similarly learner-centered class. Both groups completed a pretest and post-test to answer the inquiry of the current study. The test scores were computed on SPSS. Findings revealed statistically significant differences between the mean scores in favor of the students in the experimental group. Furthermore, the results showed that this improvement in the writing performance is largely attributable to the Flipped Instruction method of teaching. Students’ attitudes towards the Flipped Instruction proved to be equally favorable.en_US
dc.identifier.other120088
dc.identifier.urihttp://bspace.buid.ac.ae/handle/1234/676
dc.language.isoenen_US
dc.publisherThe British University in Dubai (BUiD)en_US
dc.subjectflipped classroom instructionen_US
dc.subjectwriting performanceen_US
dc.subjecttwelfth grade studentsen_US
dc.subjectfemale Emirati studentsen_US
dc.subjectUnited Arab Emirates (UAE)en_US
dc.subjectstudents’ attitudesen_US
dc.titleThe Impact of Using Flipped Classroom Instruction on the Writing Performance of Twelfth Grade Female Emirati Students in the Applied Technology High School (ATHS)en_US
dc.typeDissertationen_US
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