نوع المستند : المقالة الأصلية
المؤلف
مدرس بقسم تکنولوجيا التعليم کلية التربية النوعية – جامعة کفرالشيخ
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
The purpose of this study is to examine the interaction between the types of reinforcement, i.e. immediate vs. delayed interaction, and the evaluation methods, i.e. detailed formative evaluation vs. combined formative evaluation, used in flipped classroom on the cognitive achievement and the achievement motivation among educational technology students. The research sample was made up of 64 first-year students of the Department of Education Technology, Faculty of Specific Education, Kafrelsheikh University. They were divided into four groups, each consisting of (16) students according to the independent research variables,
The research results revealed that while there was no a statistically significant difference between the mean scores of the achievement test among the two groups that studied using the types of reinforcement (immediate/delayed), there was a statistically significant difference between the two mean scores of the achievement tests among the two groups that studied using the method of formative evaluation (detailed/combined) in favor of the group of detailed formative evaluation. It also showed that while there is a statistically significant difference between the mean scores of the achievement motivation scale in the two groups that studied using the formative evaluation method (detailed/combined) in favor of the detailed formative evaluation group. In addition, there were statistically significant differences between the mean scores of the degrees of the achievement motivation scale in groups that studied using the interaction between the types of reinforcement (i.e. immediate vs. delayed) and the formative evaluation method (i.e. detailed vs. combined) in favor of the delayed reinforcement with detailed formative evaluation
الكلمات الرئيسية [English]
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