The Effect of the Brain- Based Learning in the Development of Reflective Thinking Skills among Gifted Pupils in the Eighth Grade

Alzoubi, Ahmad Mohammad Ali

doi:10.12785/jeps/160102

Cited by 2 publications

(7 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The nature of the themes allowed teachers to have greater flexibility in elaborating on the scientific content. This finding is consistent with prior studies conducted by Safar and Mohammed (2020), Alsoub (2021), Aydemir (2021), and Al-Behadili and Al-Dayni (2022), which revealed that students in the experimental group who utilized the infographics program to enhance their academic achievement compared to students in the control group. This result offers empirical support for the efficacy of implementing an infographics program aimed at enhancing the academic achievement set of students.…”

Section: Resultssupporting

confidence: 92%

“…One notable attribute of the contemporary period is the expeditious advancement in information and technology. Consequently, the incorporation of diverse technological tools and methodologies into the educational sphere has become imperative in order to bolster the process of education (Alsoub, 2021). One of the strategies utilized is the implementation of infographic technology, which encompasses a variety of visual formats.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The results also demonstrated notable disparities, as the statistical data indicated a higher average score in the achievement exam for the experimental group, which utilized infographics as a study instrument, compared to the standard group. Students Alsoub (2021) Investigated the impact of utilizing infographics as a pedagogical tool in history instruction on the enhancement of visual thinking abilities in eighth-grade pupils. The research employed a semi-experimental design, with a study sample including two experimental groups that were subjected to the infographic-based learning method.…”

Section: Previous Studiesmentioning

confidence: 99%

“…The infographic is a highly significant contemporary educational medium utilized for the purpose of presenting information in a visual style (Alsoub, 2021). Additionally, the design of this medium aims to convey information to the reader by utilizing a diverse range of visual elements, including text, photographs, drawings, charts, lines, and other forms.…”

mentioning

confidence: 99%

See 3 more Smart Citations

The Effectiveness of using Infographics on the Academic Achievement of Elementary Students

Khasawneh,

Khasawneh

2023

Migrat. Lett.

View full text Add to dashboard Cite

The primary objective of this research was to investigate whether or not the incorporation of an infographics program into elementary school curricula had any effect on the student's overall academic achievement. The investigation involved a total of forty participants, with an equal distribution of twenty people in each of the experimental and control groups. The findings of the research showed that the experimental group had significantly higher post-test scores regarding academic achievement as compared to the control group. There was not a statistically significant difference in academic achievement scores between the experimental group and the control group either immediately after the intervention or during the subsequent follow-up test. Both of these observations were made while comparing the experimental group and the control group.

show abstract

Section: Resultssupporting

confidence: 92%

Section: Literature Reviewmentioning

confidence: 99%

Section: Previous Studiesmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

The Effectiveness of using Infographics on the Academic Achievement of Elementary Students

Khasawneh,

Khasawneh

2023

Migrat. Lett.

View full text Add to dashboard Cite

show abstract

“…Furthermore, it is attributed to claim that learning in the light of the Flipped Learning Strategy helped students to think and use their mind, so that they are no longer recipient students who have to receive the information as it is, memorizing and showing it, but they used their minds in all the information presented to them and linking it with their information, which contributed to the development of the experimental group's reflective thinking skills. This result agreed with the results of the following studies: (Qeshta, 2016), (El-Qatrawi, 2010), (Al-Harithy, 2011), (El-Jadba, 2012), and (Abadlh, 2013), and (Abo-Awad and Ayash, 2013), (Murphy, 2014), (Al-zoubi, 2015), and (Alhadaybe and Ambusaedy, 2016). The results of these studies confirmed the mastery of the experimental group over the control group in the development of Reflective Thinking as a result of using various programs, strategies and teaching methods as an objective to develop reflective thinking.…”

Section: Chart 42 a Comparison Between The Average Difference Among supporting

confidence: 90%

The Effectiveness of Using Flipped Learning Strategy in The Academic Achievement by Eight Grade Basic Students in The Subject of Science and Developing Their Reflective Thinking

Ahmed¹

2020

HJUOZ

View full text Add to dashboard Cite

The research aims at investigating the effectiveness of using flipped learning strategy in the academic achievements by eighth grade basic students in the subject of science and developing their reflective thinking. To reach the objectives of the study, two null hypotheses have been constructed by the researcher. The population of the study was limited to the eighth grade basic students for the academic year (2019-2020) at (Trooska Basic School for Girls) which has been chosen intentionally. The researcher relied on the experimental design, with control and experimental groups by adopting pre-test and post-test to the variable of reflective thinking, and post-test to the variable of Academic Achievement. The experimental group has been taught according to the Flipped Learning Strategy, while the control group according to the Traditional Teaching Method. The sample consists of (41) students, distributed between two groups; experimental group (21) students, and control group (20) students. The equivalence between the two groups was conducted in a number of variables. The researcher has prepared two tools, the first one an academic achievement test to measure the academic achievement, which consists of (30) multiple choice question items extracting difficulty coefficient, discriminatory strength and effectiveness of wrong alternatives, second tool is reflective thinking scale which consists of (35) items distributed to five dimensions (Visual vision, Paralogisms revealing, Conclusion, Providing convincing explanation, Proposed solutions). The validity and reliability of the tools have been duly confirmed. After completing the application of the tools, the data has been obtained by using statistical means, by using (T-test). Results have shown that using Flipped Learning Strategy in teaching the science subject has positive impact on increasing students' academic achievement and developing their reflective thinking, but using the traditional teaching method did not show any developing in their reflective thinking. In the light of research results the researcher has recommended the importance of using the flipped learning strategy which is considered a modern strategy, also procedures for some further future studies have been suggested.

show abstract

The Effect of the Brain- Based Learning in the Development of Reflective Thinking Skills among Gifted Pupils in the Eighth Grade

Cited by 2 publications

References 0 publications

The Effectiveness of using Infographics on the Academic Achievement of Elementary Students

The Effectiveness of using Infographics on the Academic Achievement of Elementary Students

The Effectiveness of Using Flipped Learning Strategy in The Academic Achievement by Eight Grade Basic Students in The Subject of Science and Developing Their Reflective Thinking

Contact Info

Product

Resources

About