the effectiveness of using flipped learning by default (distance) in developing the programming skills of smart devices among female secondary school  students in Jeddah

Gurban, Buthinah

doi:10.21608/jsrep.2022.230137

the effectiveness of using flipped learning by default (distance) in developing the programming skills of smart devices among female secondary school students in Jeddah

Document Type : Original Article

Author

Buthinah Gurban

Education technology department, College of Education, University of Jeddah, Saudi Arabia.

10.21608/jsrep.2022.230137

Abstract

The study sought to reveal the effectiveness of using virtual inverse education in the development of smart device programming skills among high school students in Jeddah. the study followed the semi-experimental curriculum by designing the experimental and controlling groups that were taught remotely, and the tools consisted of two tests, one of which measures The cognitive aspect, the other applied to measure skilled performance, and the study was applied to a sample of (61) female high school second graders, who were distributed by (30) to the experimental group and (31) female students to the control group. The study found statistically significant differences between the averages of the two groups in the remote application of both cognitive and applied testing for the experimental group, indicating the effectiveness of using virtual inverse education in developing the cognitive and performance aspects of smart device programming skills in female students. The study recommended that inverse education beused to teach programming to female students remotely, and that female teachers be trained to employ them in teaching computer and information technology subjects.

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