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Dr. Mohammad Abedrabbu Alkhawaldeh, Dr. Mohamad Ahmad Saleem Khasawneh

Abstract

The study aimed to investigate the effectiveness of teaching science using flipped learning to support students in inclusion classes and its impact on achievement and self-efficacy. An assessment of self-efficacy in the scientific field was created using the experimental technique with a quasi-experimental design. The sample in this study included (100) students; (50) students from Abu Bakr Al-Siddiq school in Jordan and (50) fifth-grade students from Medina in Saudi Arabia. Each school had two groups, the first was an experimental group consisting of (25) students, and the second was a control group consisting of (25) students. The study's findings indicated favorable outcomes for the experimental group in the post-achievement exam for the two samples. The results showed that the post-self-efficacy test results for the two samples showed statistically significant differences, favoring the experimental group. The results revealed no variations between the two samples from the two schools.

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How to Cite

Teaching Science Using Flipped Learning To Support Students In Inclusion Classes And Its Impact On Achievement And Self-Efficacy. (2023). Journal of Namibian Studies : History Politics Culture, 36, 1197-1215. https://doi.org/10.59670/jns.v36i.5210

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