The Impact of WebQuest Teaching Using 5Es Learning Cycle and Flipped Learning on Developing Achievement among the Ninth-Grade Students in Biology in Southern Mazar District

Document Type : Original Article

Authors

1 قسم المناهج والتدريس، کلية الدراسات العليا، جامعة مؤتة، الأردن.

2 Curriculum and Instruction Department, Mutah University

Abstract

The study aimed to identify the impact of teaching using WebQuest and 5Es learning cycle and flipped learning in developing the achievement of the ninth-grade students in biology in the Southern Mazar District. To achieve the objectives of the study, the quasi-experimental approach was adopted, the study was conducted on three experimental groups, the first group consisted of (22) students, and studied via strategy of flipped learning, the second group consisted of (21) students and studied with the strategy of WebQuests, and the third group consisted of (22) students who studied with the strategy of the 5Es learning cycle. The participants were randomly selected from Al-Jaafaria secondary school for Girls and Khawla Bint Al-Azwar Primary School, and they were randomly distributed to the experimental groups. An achievement test was developed as a study tool. Its validity and reliability have been verified. The results of the study showed that there were statistically significant differences in the development of achievement between the first and second experimental groups due to the teaching strategy and in favor of the web quests strategy. There were statistically significant differences in the development of achievement between the second and third experimental groups due to the teaching strategy and in favor of WebQuests strategy. There were no statistically significant differences in the development of achievement between the first and third experimental groups due to the teaching strategy. According to the results of this study the researcher recommends conducting more studies on the strategies of flipped learning, WebQuests and the 5Es learning cycle.
 

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