Performance-based Formative Assessment Approaches (processes/products) Via the Flipped Classroom Model to Develop Linguistic Self-efficacy Among Al-azhar Secondary Stage Students in North Sinai
Year: 2024
Type: article
Study design: Clinical Trial
Abstract: The research aimed at examining performance-based formative assessment approaches (Processes/Products) via the flipped classroom model and its impact on developing linguistic self-efficacy among Al-Azhar secondary stage students in North Sinai. A quasi-experimental 1×2 factorial design was employed. Independent variable was performance-based formative assessment approaches included two types approaches of performance-based formative assessment presented via flipped classroom model (processes vs. products), dependent variable was linguistic self-efficacy. The participants were 64 students (males) selected from first Secondary grade students by Al-azhar in North Sinai, were assigned to two experimental groups. The first experimental group utilized a performance-based formative assessment approach for processes; included 32 students, the second experimental group utilized performance-based formative assessment approach for Products; included 32 students. The research tool represents linguistic self-efficacy scale. The results revealed that a statistically significant difference at ≤ 0.05 between the mean scores of the two experimental groups in linguistic self-efficacy in favor of performance-based formative assessment approach for products.
Authors: Mohamed E.E. Abouella, Kamal AbdEl-Wahab, Mahdi M. Abdalla
Institution: Arish University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4410137131