An experiment of reciprocal teaching model in higher education

Mulbar, Usman; Zarkasi, Ahmad; Nurwahidah,

doi:10.1088/1742-6596/1317/1/012134

Cited by 3 publications

(9 citation statements)

References 5 publications

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“…Instead, they review some academic material before they attend the face-to-face class and make notes on questions or concerns, they might have (Silva & Quadros, 2019). Mulbar and Zaki (2019) described the flipped classroom as a learning environment in which all learners can gain personalized instruction and experience through activities that support their improvement, enabling students to interact in learning and providing them with a deep understanding of the learning materials. In the view of Karabulut-Ilgu et al, (2018), flipped classrooms build a student-friendly 3 environment that motivates learners, and classroom time is used to develop the information that learners have gathered at home, through workbooks, debates, or engaging in exercises that contribute to their critical thinking skills.…”

Section: Scrutiny Of Related Workmentioning

confidence: 99%

“…The students must know the educational targets for the learning process to be centered. Table 1 shows a list of activities within the flipped educational classroom (Mulbar & Zaki, 2019).…”

Section: Learning Activities In the Flipped Classroommentioning

confidence: 99%

“…It improves the students' participation in the classroom and improves the quality of teaching. The model allows students to practice before entering the classroom, which ensures that students should have more information before studying in the classroom (O'Flaherty & Phillips, 2015;Mulbar & Zaki, 2019).…”

Section: Minutes the Advantages Of Implementing The Flipped Classroommentioning

confidence: 99%

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The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles

Yahia

2021

InSITE Conference

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Aim/Purpose: This study aims to examine the effectiveness of the flipped learning approach in a computer principles course at Alasmarya Islamic University, Libya. Background: The reason for this consideration was to evaluate the viability of conventional lecture-based educational programmes versus the active learning of computer concepts in flipped classrooms for college economics students at the Alasmarya Islamic University. Methodology: The experiment was applied to two groups: one, class A, undertook the course through the traditional method, while the other, class B, undertook the course according to the flipped classroom model. Class A students had to attend a face-to-face classroom lecture, while Class B students had to watch a pre-recorded YouTube lecture before attending class. Findings: The findings show that students participating in the flipped classroom were satisfied with this model, which produced a positive effect on students’ achievements in higher education. The flipped model also has the ability to increase students’ motivation to teach themselves compared with the traditional model. Recommendations for Practitioners: This study recommends the use of flipped learning paradigm to teach in higher education in Libya, as the teachers who applied flipped learning may also provide students with the opportunity to practice and improve their independent learning.

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Section: Scrutiny Of Related Workmentioning

confidence: 99%

“…The students must know the educational targets for the learning process to be centered. Table 1 shows a list of activities within the flipped educational classroom (Mulbar & Zaki, 2019).…”

Section: Learning Activities In the Flipped Classroommentioning

confidence: 99%

Section: Minutes the Advantages Of Implementing The Flipped Classroommentioning

confidence: 99%

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The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles

Yahia

2021

InSITE Conference

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“…Questionnaires, assessments, test surveys and focus group interviews were not used to collect qualitative and quantitative data, as shown in Table 1 , twenty-eight studies [ 3 , [6] , [7] , [8] , [9] , [12] , [13] , [14] , [15] , [16] , [17] , [18] , [19] , [20] , [21] , [22] , [23] , [24] , [25] , [26] , [27] , [28] , [29] , [30] , [31] , [32] , [33] , [45] , [46] , [47] , [48] , [49] , 50 ]. Accessed students’ course grades from different levels.…”

Section: Resultsmentioning

confidence: 99%

“…Reciprocal Teaching is considered a scientific method, but this method is not properly practiced with scientific filed. Some researchers focus on four stages or strategies of reciprocal teaching: i.e., predicting, clarifying, questioning, and summarising [ 3 , [6] , [7] , [8] , [9] , [12] , [13] , [14] , [15] , [16] , [17] , [18] , [19] , [20] , [21] , [22] , [23] , [24] , [25] , [26] , [27] , [28] , [29] , [30] , [31] , [32] , [33] ]. However, other researchers have concentrated on the eight stages or techniques of reciprocal teaching, including anticipating, clarifying, questioning, picturing, connecting, calculating, summarising, and providing feedback [ 34 ].…”

Section: Introductionmentioning

confidence: 99%

Using of reciprocal teaching to enhance academic achievement: A systematic literature review

Mafarja¹,

Mohamad²,

Zulnaidi³

et al. 2023

Heliyon

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Effect of Cooperative Learning With Internet Reciprocal Teaching Strategy on Attitude Toward Learning STEM Literacy

Mafarja,

Mohamad,

Zulnaidi

2024

Sage Open

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Conceptual understanding is one of the most difficult issues in teaching physics. This study investigated the effect of adopting cooperative learning and Internet reciprocal teaching (IRT) on science, technology, engineering and mathematics (STEM) literacy (physics) in secondary school by comparing the cooperative method with the IRT strategy and traditional method. A quasi-experimental research method was adopted. The data were analyzed using SPSS software. Participants were 60 physics students from 12th-grade secondary schools. In this study, two intact classes were involved: the experimental group consisting of 30 students taught with the cooperative technique and the IRT strategy and the control group comprising 30 students taught with the traditional method. After adjusting for word problem-solving pre-test scores for STEM literacy (physics), the two-way MANCOVA results indicate that the cooperative method with the IRT strategy has a significant effect at p < .05 level. Results show that employing the cooperative method, specifically the IRT strategy, significantly impacts students’ attitudes toward learning STEM literacy, particularly in comprehending physics concepts and vocabulary for solving STEM-related word problems. This study holds relevance for policymakers, urging them to endorse the integration of the cooperative method with the IRT strategy within educational institutions. Furthermore, it underscores implications for teachers’ instructional approaches within the classroom setting. Overall, this study suggests that using cooperative learning alongside IRT can effectively enhance students’ STEM literacy (physics). By promoting collaboration, critical thinking and active engagement, this approach aids in preparing students for prospective careers in STEM fields and fosters a positive attitude toward learning STEM.

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An experiment of reciprocal teaching model in higher education

Cited by 3 publications

References 5 publications

The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles

The Flipped Classroom Model in Libyan Higher Education: Experiences with Students of Computer Principles

Using of reciprocal teaching to enhance academic achievement: A systematic literature review

Effect of Cooperative Learning With Internet Reciprocal Teaching Strategy on Attitude Toward Learning STEM Literacy

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