Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning

Blind students' mathematics learning results during the Covid-19 epidemic will be examined in this research using a Flipped Classroom approach. This research makes use of a quasi-experimental approach that includes non-equivalent control groups. Blind kids in grades IV and V make up the study&#...

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Published in:Journal for ReAttach Therapy and Developmental Diversities
Main Author: Nordin M.N.; Baharudin S.M.; Amin F.A.M.; Maizan S.H.; Jamil A.H.
Format: Article
Language:English
Published: ReAttach Therapy International Foundation 2023
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159879584&partnerID=40&md5=dded4b99863a6cecffb478e694ae1715
id 2-s2.0-85159879584
spelling 2-s2.0-85159879584
Nordin M.N.; Baharudin S.M.; Amin F.A.M.; Maizan S.H.; Jamil A.H.
Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning
2023
Journal for ReAttach Therapy and Developmental Diversities
6
3s

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159879584&partnerID=40&md5=dded4b99863a6cecffb478e694ae1715
Blind students' mathematics learning results during the Covid-19 epidemic will be examined in this research using a Flipped Classroom approach. This research makes use of a quasi-experimental approach that includes non-equivalent control groups. Blind kids in grades IV and V make up the study's population of 16 participants. Saturated sampling was used to collect the samples. Students in the experimental class are taught using the Flipped Classroom paradigm, while those in the control class are taught using a direct learning approach as a comparison. A p-value greater than 0.05 indicates that the data are normal and homogenous. The average of two unpaired samples from data is compared using the independent sample t-test. There is no H0 for a t-statistic of less than 0.05; if it is less than 0.05, it is not accepted. First, the Sig.t count (2-tailed) or the P-value are compared to make the first decision. After the second judgment, H0 is no longer a valid hypothesis. Learning arithmetic in a traditional classroom or without any treatment utilizing the Flipped Classroom methodology was shown to be less beneficial for blind pupils during the covid-19 outbreak © 2023, Journal for ReAttach Therapy and Developmental Diversities.All Rights Reserved.
ReAttach Therapy International Foundation
25897799
English
Article

author Nordin M.N.; Baharudin S.M.; Amin F.A.M.; Maizan S.H.; Jamil A.H.
spellingShingle Nordin M.N.; Baharudin S.M.; Amin F.A.M.; Maizan S.H.; Jamil A.H.
Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning
author_facet Nordin M.N.; Baharudin S.M.; Amin F.A.M.; Maizan S.H.; Jamil A.H.
author_sort Nordin M.N.; Baharudin S.M.; Amin F.A.M.; Maizan S.H.; Jamil A.H.
title Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning
title_short Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning
title_full Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning
title_fullStr Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning
title_full_unstemmed Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning
title_sort Blind Special Education Students' Mathematics Psychology in the Pandemic: The Impact of Flipped Classroom Learning
publishDate 2023
container_title Journal for ReAttach Therapy and Developmental Diversities
container_volume 6
container_issue 3s
doi_str_mv
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85159879584&partnerID=40&md5=dded4b99863a6cecffb478e694ae1715
description Blind students' mathematics learning results during the Covid-19 epidemic will be examined in this research using a Flipped Classroom approach. This research makes use of a quasi-experimental approach that includes non-equivalent control groups. Blind kids in grades IV and V make up the study's population of 16 participants. Saturated sampling was used to collect the samples. Students in the experimental class are taught using the Flipped Classroom paradigm, while those in the control class are taught using a direct learning approach as a comparison. A p-value greater than 0.05 indicates that the data are normal and homogenous. The average of two unpaired samples from data is compared using the independent sample t-test. There is no H0 for a t-statistic of less than 0.05; if it is less than 0.05, it is not accepted. First, the Sig.t count (2-tailed) or the P-value are compared to make the first decision. After the second judgment, H0 is no longer a valid hypothesis. Learning arithmetic in a traditional classroom or without any treatment utilizing the Flipped Classroom methodology was shown to be less beneficial for blind pupils during the covid-19 outbreak © 2023, Journal for ReAttach Therapy and Developmental Diversities.All Rights Reserved.
publisher ReAttach Therapy International Foundation
issn 25897799
language English
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