The post COVID-19 implementation of the flipped classroom model in Lebanon in an English Language spelling unit for fourth graders

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dc.contributor.author Ghozayel, Souhair
dc.date.accessioned 2022-08-17T08:07:18Z
dc.date.available 2022-08-17T08:07:18Z
dc.date.copyright 2022 en_US
dc.date.issued 2022-04-29
dc.identifier.uri http://hdl.handle.net/10725/13944
dc.description.abstract The flipped classroom approach or model is a blended method of teaching that has gained a lot of popularity lately. The idea of the flipped classroom approach is old, but its application is fairly new. The aim of this paper is to test the effect of the implementation of the flipped classroom model in Lebanon post the COVID -19 period on fourth graders’ motivation level and academic achievement in comparison with the traditional approach. A quasi-experimental mixed method approach was conducted once a week over a whole semester in a private school in the city of Beirut. A grade four class was sampled, and 12 students participated in the study. In order to ensure the validity and reliability of the study, triangulation was used in data collection and analysis. Questionnaires, pre and posttests, interviews, and reflections were used for data collection. the research questions. The interviews were compiled, transcribed, and interpreted. The compiled results showed some considerable differences confirming the hypothesis proposed that the implementation of the flipped classroom model in fourth grade after the COVID-19 lockdown in Lebanon is not as effective on students’ motivational and academic achievement levels as the traditional classroom would be. It is recommended that future research studies the effect of this approach on students in upper elementary grades and once the COVID situation settles down. en_US
dc.language.iso en en_US
dc.subject Flipped classrooms -- Lebanon -- Beirut -- Case studies en_US
dc.subject English language -- Orthography and spelling -- Study and teaching (Elementary) -- Lebanon -- Beirut en_US
dc.subject COVID-19 Pandemic, 2020- -- Case studies en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.title The post COVID-19 implementation of the flipped classroom model in Lebanon in an English Language spelling unit for fourth graders en_US
dc.type Thesis en_US
dc.title.subtitle Its effect on students’ motivation and academic achievement en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201900083 en_US
dc.author.commembers Diab, Rula
dc.author.commembers Nabahani, Mona
dc.author.department Social and Education Sciences en_US
dc.description.physdesc 1 online resource (xi, 93 leaves): col. ill. en_US
dc.author.advisor Bahous, Rima
dc.keywords Flipped classrooms en_US
dc.keywords Spelling en_US
dc.keywords Grade 4 en_US
dc.keywords Covid 19 en_US
dc.keywords Lebanon en_US
dc.keywords Traditional approach en_US
dc.description.bibliographiccitations Includes bibliographical references (leaf 60-66). en_US
dc.identifier.doi https://doi.org/10.26756/th.2022.426
dc.author.email souhair.ghozayel@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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