The Effect of Using the Flipped Learning Strategy on Developing Primary Stage Fourth Graders' English Comprehension Skills in Kuwait
Keywords:
Flipped learning, reading comprehension, learning strategy, reading skills
Abstract
This paper focuses on investigating the flipped learning strategy’s effect on developing reading comprehension skills in English among 4thgrade primary pupils in the Kuwaiti capital schools. To achieve the study’s objective, the researcher redesigned 9 reading comprehension lessons from the 4th grade EFL textbook. The researcher used the quasi-experimental approach with an experimental and a control group to measure the effect of the flipped learning strategy on pupils’ achievement in English reading comprehension. To calculate the effect, a post-achievement test was used, and the study sample was intentionally selected. This is consisted of 50 male and female pupils from the basic stage. The data were analyzed statistically, and the results revealed statistically significant differences in favor of the experimental group. Based on the obtained results, the researcher recommended applying the flipped learning strategy in teaching English and related subjects in primary schools in Kuwait and holding training courses for English language teachers to design lessons that align with flipped learning. Further research can address the effect of AI tools in improving reading comprehension.
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References
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8. Ahmed, S. (2011). The Effectiveness of the Reciprocal Teaching Strategy in Developing Reading Comprehension Skills and the Attitude towards Cooperative Action for Third Year Preparatory Students, Educational Journal, Egypt, 4(29): 205-261.
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11. Al Ma’ani, A. (2008). The Effect of the Directed Reading- Thinking Activity on the Achievement of Upper Basic Stage Students of Jordan in Literal and Inferential Reading Comprehension. Unpublished Master Dissertation, Amman Arab University, Jordan.
12. Al Nashwany, A. (2016). The Effectiveness of Using Flipped Learning in Teaching Arabic on Developing Reading Comprehension Skills and Sustaining the Impact of Learning for Sixth Grade Students in Riyadh, King Khalid University Journal of Educational Sciences, 1 (28), 171- 194.
13. Al-Raies, M. (2007). The Effect of Motivation on Jordanian Lower Basic Stage Pupils' Reading Comprehension in English, Unpublished Master Dissertation, Amman Arab University. Jordan.
14. Al Rewely, W. (2019). The effectiveness of the flipped classroom strategy in developing creative reading skills in the English language among middle school students in the city of Tabuk, Journal of Educational and Psychological Sciences, Tabuk University, 3 (26), 122-146
15. Al Shalaby, E. (2013). The relationship between pre knowledge, reading comprehension strategies and reading comprehension skill in comprehending the scientific text of ninth grade students, Educational Journal, 27 (108), 341-374.
16. Al Zboun, A. (2020). The Impact of the Flipped Classroom Strategy on Improving the Level of Motivation and Academic Achievement for Students with Slow Learning in Mathematics, Dirasat Journal, University of Jordan, 47 (3), 333-350.
17. Al-Alwan, A. & Al-Tal, Sh. (2010). The effect of the purpose of reading on reading comprehension, Damascus University Journal, 26 (3), 367-403.
18. Al-Amayra, I. (2020). The effectiveness of using the hot seating strategy to teach reading texts on Improving reading comprehension and critical thinking skills among sixth-grade students in Jordan, Journal of Educational and Psychological Sciences. 4 (44), 114-128
19. Al-Enezi, F. (2019). The Effect of Using Concept Maps Strategy in Developing Creative Reading Skills in English for First Year Secondary Students in Tabuk City, Journal of the College of Education, Al-Azhar University, 38 (181), 993-1048
20. Al-Ghamdi, M. (2011). The effect of cooperative learning and inductive learning methods on reading comprehension in the English language compared to the traditional method for eighth-grade students in the city of Mafraq, unpublished master’s thesis, Al al-Bayt University, Mafraq, Jordan
21. Al-Kahili, I. (2014). Reflexology and personalization of learning. Website: www: net.alukah social.
22. Al-Mashaqbeh, H. (2019). The Effectiveness of Teaching English by Directed Survey and Computer-assisted Survey in Developing Reading Comprehension and Higher Thinking Skills for Tenth Grade Students, Journal of the Islamic University of Educational and Psychological Studies, 27 (5), 241-252
23. Al-Zahrani, A. (2014). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of educational Technology, 46 (6), 1133-1148
24. Al-Zein, H. (2015). The effect of using the flipped learning strategy on the academic achievement of female students of the College of Education at Princess Nourah Bint Abdul Rahman University. Specialized International Educational Journal, 2(5), 170-195
25. Aronson, N. & Afrstrom, K. (2013). Flipped Learning in Higher Education. New York,NY: Flipped Learning Network.
26. Atiya, M. (2009). Metacognitive Strategies in Reading Comprehension, Amman, Dar Al-Mahajjud for Publishing and Distribution.
27. Attia, M. (2019). The Effectiveness of Using Flipped Classroom Strategy in Teaching Reading On Reading Comprehension and Phonological Awareness In Non-Native Speakers of Arabic Language Learners, Journal of Educational Sciences, Imam Muhammad bin Saud Islamic University, 1 (18), 225 – 304.
28. Awad, F. (2003). Modern trends in teaching reading and developing its tendencies, Cairo: Itrak Press for printing, publishing and distribution.
29. Bani Yassin, M. (2008). Reading and writing between theory and practice, 1st edition, Amman: National Library
30. Bergmann, J. & Sam, A. (2012). How the flipped classroom is radically transforming learning, The Daily Riff, Retrieved from http://www.thedailyriff.com/articles/how-the-flippedclassroom-isradically-transforming-learning-536.php
31. Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, Retrieved from http://chronicle.com/article/How-Flipping-theClassroom/130857/
32. Brame, D. (2013). Classes should do hands-on exercises before reading and video, Stanford researchers say, Stanford News, Retrieved from http://news.stanford.edu/news/2013
33. Chen, J. & Line, T. (2012). Do supplemental online recorded lectures help students learn microeconomics? Int. Rev. Econ. Educ. 11 (1.), 1- 20 .
34. Danker, B. (2015). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms, The IAFOR Journal of Education, 3 (1), 171-186.
35. Effendi-Hasibuan, M. (2020). The effect of flipped learning on improving student's grades in writing a descriptive text in the English language. Journal of Pendidikan Kimia,12 (2), 95-105.
36. Flores, N. & Savage, S. (2007). Student demand for streaming lecture video: empirical evidence from undergraduate economics classes. Int. Rev. Econ. Educ. 6 (2), 50-75.
37. Goffe, W. & Kauper, D. (2013). A Survey of Principles Instructors: Why Lecture Prevails Working paper, Teaching Innovations in Economics: Strategies and Applications for Interactive Instruction. Edward Elgar, Cheltenham, UK/Northampton, MA.
38. Hamden, N. & McKnight, P. (2013). A review of flipped learning. Flipped Learning Network, Pearson. Available: http://www.flippedlearning.org/review.
39. Hassan, M. & Al-Haddad, A. (2013). The effect of a strategy based on imagination in improving reading comprehension skills, The Educational Journal, Kuwait, 27 (106), 13-39.
40. Hawks, S. (2014). The Flipped Classroom: Now or Never? AANA journal, 82 (4), 264-269.
41. Hoyt, G., Kassis, M., Vera, D. & Imazeki, J. (2010). Making cooperative learning effective for economics. Edward Elgar, Cheltenham, UK/Northampton, MA. 42. Ibinyan, S. (2019). The Effect of Using the Flipped Learning Strategy on Developing University Students’ Reading Comprehension in EFL and their Attitudes towards the Strategy, Al-Manara Journal of Research and Studies, 25 (1), 50-94.
43. Irsheed, I. (2022). The Effectiveness of Using Flipped Classroom in Teaching English, Consulting and Studies, 38 (1,2), 88-115.
44. Lavi, S. (2012). Developing Arabic Language Skills, Cairo, World of Books.
45. Lipson, M. & Wixon, K. (2009). Assessment and instruction of Reading and writing difficulties: An interactive approach. Boston: Allyn and Bacon.
46. Maden, S. (2011). Effect of Jigsaw I Technique on achievement in written expression skill, Educational Sciences Theory & Practice, 11 (2), 911-917.
47. Mansour Oth & Al-Talafeh Sh (2020). The effect of using the listening triangle strategy in development student’s comprehensive reading skill among the third grade, International Journal of Educational and Psychological Studies. 1 (11), 257-287.
48. Marlowe, C. (2012). The effect of the flipped classroom on student achievement and stress. Unpublished Master thesis. Education Faculty, Montana State University, Bozeman, Montana
49. Maxwell, N., Mergendoller, J. & Bellisimo, Y. (2005). Problem-based learning and high school macroeconomics: a comparative study of instructional methods. J. Econ. Educ. 36 (4), 315–329.
50. Musallam, R. (2011). The effects of screencasting as a multimedia pretraining tool to manage the intrinsic load of chemical equilibrium instruction for advanced high school chemistry students (Doctoral Dissertation, University of San Francisco).
51. Nicolosi, A. (2012). Grammar lessons with the flipped classroom method, in Proc. the 3rd Black Sea ELT Conference Technology: A Bridge to Language Learning.
52. Peter, M., Khoo, E., Scott, J. & Round, H. (2016). Learning threshold concepts in an undergraduate engineering flipped classroom, in Proc. DEANZ 2016 Conference, April 17-20, University of Waikato, NZ.
53. Sherida, T. (2019). The Impact of the Flipped Learning Model on the Critical Reading of Jordanian Tenth Grade Students and Their Parents' Perceptions of Its Effectiveness, PhD thesis, Yarmouk University, Amman, Jordan.
54. Shin, R. (2011). Can Web technology assist college students in learning English writing? Integrating, Journal of Educational Technology, .27 (5), 829-845.
55. Suman, A. & Abdelhak, Z. (2019). The effect of the metacognition strategy in improving the reading comprehension skills in the Arabic language for the tenth grade in the city of Amman, Journal of Educational Sciences, 17 (4): 229-265.
56. Talbert, R. (2012). Inverted classroom. Colleagues, 9 (1). Retrieved frome:/ schlarworks .gvsu.edu.
57. The American Academic Support (2004). Comprehension Levels". Retrieved, the worldwide http:/ www. Academic Comprehension Reading Teaching.
58. Tolba, A. (2021). The effectiveness of a program which is based on situational learning in enhancing and developing reading comprehension skills and pragmatic language for elementary reading difficulties students, Assiut University Journal, (13) 93, 859-938.
59. Tran, T. (2017). Students’ Perceptions of Flipped Model on Facebook for Educational Purposes. Can Tho University, Journal of Research &Method in Education 7 (3), 7-14.
2. Alkhawaldeh, A. (2015). The Effect of an EFL Reading StrategiesBased Instructional Programme on Reading Achievement and Awareness of Reading Strategies among Jordanian High School Students. Middle East Journal of Scientific Research, 23 (5), 962-973.
3. Alkhawaldeh, A. (2011). The contribution of reading comprehension to writing skill development in English among university students in Jordan, European Journal of Social Sciences, 25 (2), 260.
4. Ay, K. & Dağhan, G. (2023). The effect of the flipped learning approach designed with community of inquiry model to the development of students’ critical thinking strategies and social, teaching and cognitive presences. Education and Information Technologies. R retrieved on 28-9-2023 from https://doi.org/10.1007/s10639-023-11809-2.
5. Aybirdi Nilüfer, Efe Hüseyin & Atasoy Sal Çagla (2023). The Impact of Flipped Learning on L2 Learners' Achievements: A Meta-Analysis. Shanlax International Journal of Education, 11, 1, 41-60.
6. Abdel-Wahhab, M. (2016). The Effectiveness of the Flipped ELearning Strategy Based on E-Books in Developing Some Reading Comprehension Skills for Students of the Institute of Teaching Arabic Language to Non-Native Speakers, the Islamic University, for Educational Journal, Sohag University, 1 (44), 2-37.
7. Abdullah, S. (2020). A proposed teaching strategy based on the theory of successful intelligence to develop some analytical reading skills and reading self-efficacy among middle school students. Reading and Knowledge Journal, (221), 15-118.
8. Ahmed, S. (2011). The Effectiveness of the Reciprocal Teaching Strategy in Developing Reading Comprehension Skills and the Attitude towards Cooperative Action for Third Year Preparatory Students, Educational Journal, Egypt, 4(29): 205-261.
9. Al Far, I. (2015). Education technology in the digital age. Tanta: Delta Computer Technology, Tanta. E-learning for educational supervisors and teachers in achieving some supervisory tasks, an unpublished master's thesis, Umm Al-Qura University, Makkah Al-Mukarramah, Saudi Arabia. European Scientific Journal, ESJ ISSN: 185
10. Al Gatawneh, K. (2007). The Effect of the Reciprocal Teaching Method on Enhancing Critical Reading to Skills of Jordanian Secondary School Student, Dirasat, Educational Sciences, 1 (34), 767- 780.
11. Al Ma’ani, A. (2008). The Effect of the Directed Reading- Thinking Activity on the Achievement of Upper Basic Stage Students of Jordan in Literal and Inferential Reading Comprehension. Unpublished Master Dissertation, Amman Arab University, Jordan.
12. Al Nashwany, A. (2016). The Effectiveness of Using Flipped Learning in Teaching Arabic on Developing Reading Comprehension Skills and Sustaining the Impact of Learning for Sixth Grade Students in Riyadh, King Khalid University Journal of Educational Sciences, 1 (28), 171- 194.
13. Al-Raies, M. (2007). The Effect of Motivation on Jordanian Lower Basic Stage Pupils' Reading Comprehension in English, Unpublished Master Dissertation, Amman Arab University. Jordan.
14. Al Rewely, W. (2019). The effectiveness of the flipped classroom strategy in developing creative reading skills in the English language among middle school students in the city of Tabuk, Journal of Educational and Psychological Sciences, Tabuk University, 3 (26), 122-146
15. Al Shalaby, E. (2013). The relationship between pre knowledge, reading comprehension strategies and reading comprehension skill in comprehending the scientific text of ninth grade students, Educational Journal, 27 (108), 341-374.
16. Al Zboun, A. (2020). The Impact of the Flipped Classroom Strategy on Improving the Level of Motivation and Academic Achievement for Students with Slow Learning in Mathematics, Dirasat Journal, University of Jordan, 47 (3), 333-350.
17. Al-Alwan, A. & Al-Tal, Sh. (2010). The effect of the purpose of reading on reading comprehension, Damascus University Journal, 26 (3), 367-403.
18. Al-Amayra, I. (2020). The effectiveness of using the hot seating strategy to teach reading texts on Improving reading comprehension and critical thinking skills among sixth-grade students in Jordan, Journal of Educational and Psychological Sciences. 4 (44), 114-128
19. Al-Enezi, F. (2019). The Effect of Using Concept Maps Strategy in Developing Creative Reading Skills in English for First Year Secondary Students in Tabuk City, Journal of the College of Education, Al-Azhar University, 38 (181), 993-1048
20. Al-Ghamdi, M. (2011). The effect of cooperative learning and inductive learning methods on reading comprehension in the English language compared to the traditional method for eighth-grade students in the city of Mafraq, unpublished master’s thesis, Al al-Bayt University, Mafraq, Jordan
21. Al-Kahili, I. (2014). Reflexology and personalization of learning. Website: www: net.alukah social.
22. Al-Mashaqbeh, H. (2019). The Effectiveness of Teaching English by Directed Survey and Computer-assisted Survey in Developing Reading Comprehension and Higher Thinking Skills for Tenth Grade Students, Journal of the Islamic University of Educational and Psychological Studies, 27 (5), 241-252
23. Al-Zahrani, A. (2014). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of educational Technology, 46 (6), 1133-1148
24. Al-Zein, H. (2015). The effect of using the flipped learning strategy on the academic achievement of female students of the College of Education at Princess Nourah Bint Abdul Rahman University. Specialized International Educational Journal, 2(5), 170-195
25. Aronson, N. & Afrstrom, K. (2013). Flipped Learning in Higher Education. New York,NY: Flipped Learning Network.
26. Atiya, M. (2009). Metacognitive Strategies in Reading Comprehension, Amman, Dar Al-Mahajjud for Publishing and Distribution.
27. Attia, M. (2019). The Effectiveness of Using Flipped Classroom Strategy in Teaching Reading On Reading Comprehension and Phonological Awareness In Non-Native Speakers of Arabic Language Learners, Journal of Educational Sciences, Imam Muhammad bin Saud Islamic University, 1 (18), 225 – 304.
28. Awad, F. (2003). Modern trends in teaching reading and developing its tendencies, Cairo: Itrak Press for printing, publishing and distribution.
29. Bani Yassin, M. (2008). Reading and writing between theory and practice, 1st edition, Amman: National Library
30. Bergmann, J. & Sam, A. (2012). How the flipped classroom is radically transforming learning, The Daily Riff, Retrieved from http://www.thedailyriff.com/articles/how-the-flippedclassroom-isradically-transforming-learning-536.php
31. Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The Chronicle of Higher Education, Retrieved from http://chronicle.com/article/How-Flipping-theClassroom/130857/
32. Brame, D. (2013). Classes should do hands-on exercises before reading and video, Stanford researchers say, Stanford News, Retrieved from http://news.stanford.edu/news/2013
33. Chen, J. & Line, T. (2012). Do supplemental online recorded lectures help students learn microeconomics? Int. Rev. Econ. Educ. 11 (1.), 1- 20 .
34. Danker, B. (2015). Using Flipped Classroom Approach to Explore Deep Learning in Large Classrooms, The IAFOR Journal of Education, 3 (1), 171-186.
35. Effendi-Hasibuan, M. (2020). The effect of flipped learning on improving student's grades in writing a descriptive text in the English language. Journal of Pendidikan Kimia,12 (2), 95-105.
36. Flores, N. & Savage, S. (2007). Student demand for streaming lecture video: empirical evidence from undergraduate economics classes. Int. Rev. Econ. Educ. 6 (2), 50-75.
37. Goffe, W. & Kauper, D. (2013). A Survey of Principles Instructors: Why Lecture Prevails Working paper, Teaching Innovations in Economics: Strategies and Applications for Interactive Instruction. Edward Elgar, Cheltenham, UK/Northampton, MA.
38. Hamden, N. & McKnight, P. (2013). A review of flipped learning. Flipped Learning Network, Pearson. Available: http://www.flippedlearning.org/review.
39. Hassan, M. & Al-Haddad, A. (2013). The effect of a strategy based on imagination in improving reading comprehension skills, The Educational Journal, Kuwait, 27 (106), 13-39.
40. Hawks, S. (2014). The Flipped Classroom: Now or Never? AANA journal, 82 (4), 264-269.
41. Hoyt, G., Kassis, M., Vera, D. & Imazeki, J. (2010). Making cooperative learning effective for economics. Edward Elgar, Cheltenham, UK/Northampton, MA. 42. Ibinyan, S. (2019). The Effect of Using the Flipped Learning Strategy on Developing University Students’ Reading Comprehension in EFL and their Attitudes towards the Strategy, Al-Manara Journal of Research and Studies, 25 (1), 50-94.
43. Irsheed, I. (2022). The Effectiveness of Using Flipped Classroom in Teaching English, Consulting and Studies, 38 (1,2), 88-115.
44. Lavi, S. (2012). Developing Arabic Language Skills, Cairo, World of Books.
45. Lipson, M. & Wixon, K. (2009). Assessment and instruction of Reading and writing difficulties: An interactive approach. Boston: Allyn and Bacon.
46. Maden, S. (2011). Effect of Jigsaw I Technique on achievement in written expression skill, Educational Sciences Theory & Practice, 11 (2), 911-917.
47. Mansour Oth & Al-Talafeh Sh (2020). The effect of using the listening triangle strategy in development student’s comprehensive reading skill among the third grade, International Journal of Educational and Psychological Studies. 1 (11), 257-287.
48. Marlowe, C. (2012). The effect of the flipped classroom on student achievement and stress. Unpublished Master thesis. Education Faculty, Montana State University, Bozeman, Montana
49. Maxwell, N., Mergendoller, J. & Bellisimo, Y. (2005). Problem-based learning and high school macroeconomics: a comparative study of instructional methods. J. Econ. Educ. 36 (4), 315–329.
50. Musallam, R. (2011). The effects of screencasting as a multimedia pretraining tool to manage the intrinsic load of chemical equilibrium instruction for advanced high school chemistry students (Doctoral Dissertation, University of San Francisco).
51. Nicolosi, A. (2012). Grammar lessons with the flipped classroom method, in Proc. the 3rd Black Sea ELT Conference Technology: A Bridge to Language Learning.
52. Peter, M., Khoo, E., Scott, J. & Round, H. (2016). Learning threshold concepts in an undergraduate engineering flipped classroom, in Proc. DEANZ 2016 Conference, April 17-20, University of Waikato, NZ.
53. Sherida, T. (2019). The Impact of the Flipped Learning Model on the Critical Reading of Jordanian Tenth Grade Students and Their Parents' Perceptions of Its Effectiveness, PhD thesis, Yarmouk University, Amman, Jordan.
54. Shin, R. (2011). Can Web technology assist college students in learning English writing? Integrating, Journal of Educational Technology, .27 (5), 829-845.
55. Suman, A. & Abdelhak, Z. (2019). The effect of the metacognition strategy in improving the reading comprehension skills in the Arabic language for the tenth grade in the city of Amman, Journal of Educational Sciences, 17 (4): 229-265.
56. Talbert, R. (2012). Inverted classroom. Colleagues, 9 (1). Retrieved frome:/ schlarworks .gvsu.edu.
57. The American Academic Support (2004). Comprehension Levels". Retrieved, the worldwide http:/ www. Academic Comprehension Reading Teaching.
58. Tolba, A. (2021). The effectiveness of a program which is based on situational learning in enhancing and developing reading comprehension skills and pragmatic language for elementary reading difficulties students, Assiut University Journal, (13) 93, 859-938.
59. Tran, T. (2017). Students’ Perceptions of Flipped Model on Facebook for Educational Purposes. Can Tho University, Journal of Research &Method in Education 7 (3), 7-14.
Published
2023-11-30
How to Cite
Alshati, B., & Al-Khawaldeh, A. H. (2023). The Effect of Using the Flipped Learning Strategy on Developing Primary Stage Fourth Graders’ English Comprehension Skills in Kuwait. European Scientific Journal, ESJ, 19(31), 198. https://doi.org/10.19044/esj.2023.v19n31p198
Section
ESJ Social Sciences
Copyright (c) 2023 Bedour Alshati, Ahmad Hamad Al-Khawaldeh
This work is licensed under a Creative Commons Attribution 4.0 International License.
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