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
Abouella, M., AbdEl-Wahab, K., Abdalla, M. (2024). 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. EKB Journal Management System, 1(1), 21-36. doi: 10.21608/jesasd.2025.356154.1001
Mohamed E.E. Abouella; Kamal AbdEl-Wahab; Mahdi M. Abdalla. "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". EKB Journal Management System, 1, 1, 2024, 21-36. doi: 10.21608/jesasd.2025.356154.1001
Abouella, M., AbdEl-Wahab, K., Abdalla, M. (2024). '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', EKB Journal Management System, 1(1), pp. 21-36. doi: 10.21608/jesasd.2025.356154.1001
Abouella, M., AbdEl-Wahab, K., Abdalla, M. 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. EKB Journal Management System, 2024; 1(1): 21-36. doi: 10.21608/jesasd.2025.356154.1001

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

Journal of Environmental Studies and Sustainable Development
Volume 1, Issue 1, December 2024, Page 21-36  XML PDF (523.94 K)
Document Type: Researches
DOI: 10.21608/jesasd.2025.356154.1001
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Authors
Mohamed E.E. Abouella email 1; Kamal AbdEl-Wahab2; Mahdi M. Abdalla3
1Dept. Environ. Humanities, Inst. Environ. Studies, Arish Univ., Egypt.
2Dept. Comparative Edu. and Edu. Admin., Fac. Edu., Arish Univ., Egypt.
3Dept. Curriculum, Teaching Methods and Edu. Technol., Fac. Edu., Arish Univ., Egypt.
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.
Keywords
Flipped Classroom; Formative Assessment Approach; Performance-Based Formative Assessment; Linguistic Self-Efficacy
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