The aim of this study was to compare a cooperative flipped learning method with an individual flipped learning method in a biochemistry course. In a quasi-experiment, convenience sampling was employed to select 61 biochemistry students, who were then randomly divided into three groups. The experimental groups were trained separately using the cooperative flipped learning and individual flipped learning methods in seven sessions. The control group was trained using the conventional method. The groups were given teacher-made academic achievement tests, used as pretest and posttest. The ANCOVA test was employed to analyze data. According to the results, the cooperative flipped learning method improved academic performance more than the individual flipped learning method in the posttest scores. The results also indicated that the flipped learning implementation both outside and inside the classroom has effects on learning. In fact, the optimal implementation of flipped learning improves in-depth learning to solve problems and carry out experiments in a biochemistry course.

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Introduction: The emergence of new technologies has created a potential educational environment where teachers can support second language learning. This study examines the effectiveness of the blended approach in learning English through the mobile social networks to enhance the level of listening and speaking skills of primary school students. Method: The research design is an applied and semi-experimental method. Population included the students of primary school aged 7-9 with sampling selected randomly. Research tool was a researcher made test in English. In data analysis descriptive statistics (mean, standard deviation) and inferential statistics (covariance) were used. Result: Gains in the scores of the final exam of the experimental group exposed to blended designing instruction compared to those in the control group taught through current face-to-face method, demonstrated a significant difference. The findings of the study support the idea that the use of the blended approach has affected the skills of the language learners for 1stgrade students (p<03), 2ndgrade (P<0/01), and third grade (P<0/02) positively. Conclusion: The findings of the study bear some significant implications for curriculum designers, teachers and students and highlight the crucial role of using the technological devices and applications in promoting the learners' capabilities in listening/ speaking.