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The Role of Flipped Classroom on Improving Students’ Interaction from the Perspectives of Teachers of English in Nablus Government Schools

Ahmed Awad Amin Mahmoud Raba

Abstract


Teachers everywhere strive to invest in technological implementations to improve education and to create new models of teaching and learning. One of these models that depends on technology is the “flipped classroom”. As pointed out by Bergmann & Sams (2012) and Tucker (2012) flipped Classroom (FC) aims to facilitate teachers to make better use of the face-to-face sessions through minimizing teacher’s lecture and maximizing students’ learning via collaboration, scaffolding and in advance preparation of the materials. Based on this assumption and big shift in students’ and teachers’ roles, the researcher conducted this study which aims to investigate the role of flipped classrooms in improving students’ interaction from the teachers’ of English perspectives in Nablus city government schools. To achieve this aim, the researcher used a 20-item questionnaire which was distributed among 28 male and female teachers of English who were randomly selected from the whole population 125 male and female teachers of English in all the government schools in the city. The results showed high degree of responses on the role of flipped classroom on the students’ interaction. Results also showed that there were no statistically significant differences in means on p value= 0.05 in role of flipped classrooms in improving students’ interaction from the teachers’ of English perspectives in Nablus city government schools due to gender, qualification and years of experience. Based on these results the researcher recommended the adoption of new teaching trends that increase class interaction, design class environment that encourages class discussion, more training on the appropriate blending of technology in teaching and conducting further studies in other directorate in Palestine.


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