The Effects Of Flipped Learning With Peer Instruction On Esl Students’ Engagement And Reading Comprehension

This study examines the effects of flipped learning on enhancing ESL students’ engagement and reading comprehension skills. A flipped learning – LMS- installed with the PowerPoint slides and materials on an online site was brought into classroom instructions used by peers for the benefit of effectiv...

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Main Author:	Alhasani, Hani M.A.
Format:	Thesis
Language:	English
Published:	2018
Subjects:	L Education
Online Access:	http://eprints.usm.my/50177/1/HANI%20M.A.%20ALHASANI_hj.pdf
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id	my-usm-ep.50177
record_format	uketd_dc
spelling	my-usm-ep.501772021-10-07T12:32:14Z The Effects Of Flipped Learning With Peer Instruction On Esl Students’ Engagement And Reading Comprehension 2018-09 Alhasani, Hani M.A. L Education This study examines the effects of flipped learning on enhancing ESL students’ engagement and reading comprehension skills. A flipped learning – LMS- installed with the PowerPoint slides and materials on an online site was brought into classroom instructions used by peers for the benefit of effective teaching. A total of 170 samples, with 85 samples each, underwent a five-week, 2x2 factorial design experimental study. The effects of flipped learning only and with peer instruction (FLO, FLPI) as well as its associated moderating variable, language proficiency (high-low) and gender (male-female) on students’ engagement and reading comprehension were examined. Results from the analysis of Covariate (ANCOVA) show that students who underwent the FLPI mode outperformed students who underwent the FLO for adjusted mean difference of 4.052 similarly students from the FLPI given higher engagement score when compared to students from the FLO mode. However, there was no significant interaction effect between the FLPI, FLO and students engagement in language proficiency and gender. Moreover, there is no significant interaction effect between gender and proficiency levels on adjusted mean score in average students’ engagement. In regards to reading comprehension, the adjusted mean score of FLPI and high proficiency are higher than the adjusted mean score of FLO and low proficiency. In contrast, the adjusted mean score of male students is higher than the adjusted mean score of female students. Not only there is no significant interaction effect between groups (FLO and FLPI) and proficiency levels (low and high), but also between gender and proficiency, on adjusted mean score in reading comprehension. 2018-09 Thesis http://eprints.usm.my/50177/ http://eprints.usm.my/50177/1/HANI%20M.A.%20ALHASANI_hj.pdf application/pdf en public phd doctoral Universiti Sains Malaysia Pusat Teknologi Pengajaran & Multimedia
institution	Universiti Sains Malaysia
collection	USM Institutional Repository
language	English
topic	L Education
spellingShingle	L Education Alhasani, Hani M.A. The Effects Of Flipped Learning With Peer Instruction On Esl Students’ Engagement And Reading Comprehension
description	This study examines the effects of flipped learning on enhancing ESL students’ engagement and reading comprehension skills. A flipped learning – LMS- installed with the PowerPoint slides and materials on an online site was brought into classroom instructions used by peers for the benefit of effective teaching. A total of 170 samples, with 85 samples each, underwent a five-week, 2x2 factorial design experimental study. The effects of flipped learning only and with peer instruction (FLO, FLPI) as well as its associated moderating variable, language proficiency (high-low) and gender (male-female) on students’ engagement and reading comprehension were examined. Results from the analysis of Covariate (ANCOVA) show that students who underwent the FLPI mode outperformed students who underwent the FLO for adjusted mean difference of 4.052 similarly students from the FLPI given higher engagement score when compared to students from the FLO mode. However, there was no significant interaction effect between the FLPI, FLO and students engagement in language proficiency and gender. Moreover, there is no significant interaction effect between gender and proficiency levels on adjusted mean score in average students’ engagement. In regards to reading comprehension, the adjusted mean score of FLPI and high proficiency are higher than the adjusted mean score of FLO and low proficiency. In contrast, the adjusted mean score of male students is higher than the adjusted mean score of female students. Not only there is no significant interaction effect between groups (FLO and FLPI) and proficiency levels (low and high), but also between gender and proficiency, on adjusted mean score in reading comprehension.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	Alhasani, Hani M.A.
author_facet	Alhasani, Hani M.A.
author_sort	Alhasani, Hani M.A.
title	The Effects Of Flipped Learning With Peer Instruction On Esl Students’ Engagement And Reading Comprehension
title_short	The Effects Of Flipped Learning With Peer Instruction On Esl Students’ Engagement And Reading Comprehension
title_full	The Effects Of Flipped Learning With Peer Instruction On Esl Students’ Engagement And Reading Comprehension
title_fullStr	The Effects Of Flipped Learning With Peer Instruction On Esl Students’ Engagement And Reading Comprehension
title_full_unstemmed	The Effects Of Flipped Learning With Peer Instruction On Esl Students’ Engagement And Reading Comprehension
title_sort	effects of flipped learning with peer instruction on esl students’ engagement and reading comprehension
granting_institution	Universiti Sains Malaysia
granting_department	Pusat Teknologi Pengajaran & Multimedia
publishDate	2018
url	http://eprints.usm.my/50177/1/HANI%20M.A.%20ALHASANI_hj.pdf
_version_	1747822026329948160

The Effects Of Flipped Learning With Peer Instruction On Esl Students’ Engagement And Reading Comprehension

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