Search

Flipped classroom is a recent trend in educational technology that tends to improve students learning. The purpose of this study is to examine the effectiveness of flipped classroom on grade 9 students' critical thinking skills, psychological stress and academic achievement in four subjects: Science, Math, IT and English. Quasi-experimental method was used in this study with pretest- posttest design for quantitative data, and the thematic analysis approach for qualitative data. The respondents are 16 teachers and 385 students from 4 public male and female schools. The study was conducted during the second semester 2019. The video lessons that developed or selected from internet were presented on closed Facebook group per subject for students to view and prepare before coming to classroom session. Seven research tools were prepared: open questionnaire tool for teachers and six research tools for students were prepared and conducted twice for experimental and control groups: before and after flipped classroom implementation. The tools were critical thinking skills test, psychological stress questionnaire and academic achievement test per subject. Descriptive and inferential analyses were used. The flipped classroom implementation results in statistically significant difference at the level of significance ([alpha] <0.05) between controlled and experimental groups in favor of the latter one in critical thinking skills, Math achievement and psychological stress.

In the summer of 1967, Israel occupied the Jordan Valley and transferred most of its Palestinian population eastward toward the opposite bank of the Jordan River, including thousands of Nakba refugees who had resided in camps run by the United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). At the time, Israel aspired to as much land and as few Palestinians as possible in the Jordan Valley, and so deployed vicious strategies to forcibly displace and deny the return of many Palestinians. In the post-1967 years, Israel demolished tens of Palestinian communities it had depopulated in the Jordan Valley, preparing the ground for its expansionist settlement enterprise in the area. This recent period of the Jordan Valley's past remains overlooked. In the absence of a comprehensive historiography, the oral history of Palestinians and UNRWA's archives are key sources for the study of the social history of the displaced population. This article draws from these two sources to examine the circumstances of the Jordan Valley's occupation and to document, analyze, and preserve fading narratives of the Palestinians. [ABSTRACT FROM AUTHOR]