This study aimed at investigating the effect of flipped classroom strategy on the academic achievement in the subject of science among fourth grade students in Jordan. The study population consists of all fourth grade students in the Directorate of Private Education in Amman area, totaling 2134 students during the second semester of the academic year 2015-2016. The study sample consists of 44 male and female students who were chosen purposely from the study population. The study sample was distributed into two groups: the experimental group that consisted of 22 students, who has studied according to flipped classroom strategy, and the control group that consisted of 22 students, who has studied in the ordinary method. To achieve the objectives of the study, an achievement test was prepared and its validity and reliability were checked. ANCOVA, Means, and Standard Deviations were used to analyze the collected research data. The study deduced the following results: 1) There are statistically significant differences in the Means on the educational achievement test attributed to the teaching strategy, in favor of the members of the experimental group, and 2) there are no statistically significant differences in the Means on the academic achievement test attributed to gender. In light of the findings, the study recommended encouraging science teachers to teach students using teaching strategies emanated from the use of modern technologies, particularly the flipped classroom strategy. In addition, the study suggested that colleges of education should train prospective teachers on the use of teaching strategies stemming from modern educational theories and strategies such as the flipped classroom strategy during the period of preparing them to teach. Furthermore, the study recommended re-applying this experience and identifying its effectiveness at other schools stages and other subjects in other content areas.

Abstract-The study aimed at investigating the extent of implementing Netiquette practices among University students at Tafila Technical University (TTU). The study included the students of Faculty of Educational Sciences at TTU-Jordan, who enrolled in fall semester of the academic year 2015/2016. To achieve the aim of the research study, researchers used the descriptive research method. A quantitative questionnaire, consisted of (42) items was developed and administered on (245) male and female students of special education and classroom teacher majors. The findings of the study revealed that the university students have a consensus regarding the general rules of Netiquette. However, they pointed out limited awareness of specific Netiquette rules and aspects. As a result, their practices reflected varied levels of implementation. In addition, the results revealed that the students' perspectives of the implemented Netiquette practices were not affected by gender, specialization, or university study level. Furthermore, the implemented practices revealed that the students' perspectives show limited extent of Netiquette practices related to critical thinking skills. Further implications and future recommendations were discussed.Keywords-Netiquette Practices, Undergraduate Students, Students' Perspectives, Jordanian Universities IntroductionAcquiring advanced communication skills is a vital attribute of the 21 st century people around the world since knowledge could not be existed without communications and interactions. Communication skills have several formats that include verbal and written language, gestures, symbols, and colors. The major communication tool among people takes place through face-to-face in order to express and deliver meanings and ideas directly to others. However, the new digital technologies have changed the way of how individuals communicate and force them to create a new arena of 84

This study aimed to investigate the perceptions of primary and secondary students’ parents in Jordan toward the distance learning process implemented in light of the coronavirus disease (COVID-19) pandemic. To achieve the study objectives, the researchers used the descriptive survey method to collect and analyze data and interpret the results. After developing the study instrument (questionnaire) and ensuring its validity and reliability, it was distributed to a selected sample, consisting of 470 parents, by random cluster method during the second semester of the 2019–2020 academic year. The study results show that primary and secondary students’ parents were moderately satisfied with the distance learning process implemented in light of the COVID-19 pandemic. In addition, the results reveal statistically significant differences in the parents’ perceptions attributed to the variables of the child’s grade, in favor of grades 5–7; teacher’s gender, in favor of female teachers; and school type, in favor of private schools.

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