This study investigates the effect of active recreational maths games (ARMG) on 1st grade male students' maths anxiety and performance. The sample was divided into two groups: an experimental group (N=28), which was taught maths with ARMG in addition to traditional teaching methods, and a control group (N=30), which was taught with traditional teaching methods only. The ARMG consisted of 24 sessions taking place over a period of two months. Students participated in three sessions per week, each of which lasted 45 minutes. The findings revealed a significant negative correlation (r=-0.482; p<0.05) between maths anxiety and students' performance. A significant difference (α= 0.05) in maths anxiety and performance emerged between the experimental and control groups. The experimental group obtained lower maths anxiety scores and higher performance scores than the control group. Considering these results, the study proposes several recommendations and suggestions to develop maths teaching with ARMG.

The phenomenon of Massive Open Online Courses (MOOCs) in higher education has not been examined thoroughly for Saudi Arabia. A significant question mark remains as to its success and response to it. The main purpose of this paper is to identify students' attitudes towards using Hybrid MOOCs with Flipped classrooms, as compared to traditional methods (face-to-face) during teaching the 'Educational Technology and Communication Skills' module. The research took place at Majmaah University for undergraduate students in the Faculty of Education in the first semester of the academic year 2017/2018. This research adopted a mixed-method approach comprising survey (quantitative approach) and semistructured interview (qualitative approach) tools. The results of the study indicate that students have positive attitudes toward using Hybrid MOOCs with Flipped Classrooms. In addition, student participants mention that Hybrid MOOCs with Flipped Classrooms have a strong potential in helping them learn according to their individual abilities, inside as well as outside the classroom. This research is one if the few of its kind ever done in Saudi Arabia, and contributes to filling a noticeable gap in the literature. In addition, the study's implications can be used for future policy making within the country's Ministry of Education.