Faculty of Humanities

Effects of the Flipped Learning Model on Grammar Achievement, Perceptions, and Engagement among First-Year EFL Students at Bahir Dar University

2025-08-01T00:00:00Z

Effects of the Flipped Learning Model on Grammar Achievement, Perceptions, and Engagement among First-Year EFL Students at Bahir Dar University Haile, Abrha This study investigated the effects of the flipped learning model (FLM) on first-year university students’ grammatical achievement, perceptions of the model, and learning engagement at Bahir Dar University, Ethiopia. The participants were drawn from first-year Natural Science students enrolled in the "Communicative English Language Skills I" course, with a total of 32 sections available. Using convenience sampling, two sections were selected and randomly assigned to the control and experimental groups. The group's outcomes were compared using a quasi-experimental design because random assignment was not feasible. A mixed-methods approach was then used to triangulate findings and provide a comprehensive explanation for the quantitative results through qualitative insights. Over six weeks, the experimental group received instruction via the Flipped Learning Model, which combined pre-class video lectures with in-class active learning, while the control group was taught using conventional methods (lectures followed by discussion-based group work). Data were collected through pre- and post tests (Cronbach’s α = 0.85 and 0.84, respectively), a Learning Experience Questionnaire (LEQ; α = 0.81), and University Student Engagement Inventory (USEI; α = 0.84). Classroom observation was also carried out. The data analyses included descriptive statistics, t-tests, MANOVA, ANOVA, and thematic analysis. Results revealed statistically significant improvements in grammar achievement among the experimental group. Students also reported generally favorable perceptions of the FLM, particularly appreciating the adaptability of instructional videos. However, some expressed reservations about the effectiveness of in-class activities. No direct correlation was found between grammar achievement and students’ perceptions. The MANOVA analyses through its Multivariate tests and tests of Between Subjects Effects, revealed that the FLM significantly enhanced emotional and cognitive engagement, fostering excitement, enjoyment, and critical thinking, but no significant improvement was observed in behavioral engagement. The findings suggest that the FLM positively influences grammar learning and promotes deeper emotional and cognitive engagement, highlighting its potential for creating an interactive learning environment. The study underscores the importance of structured pre-class preparation in enhancing the students’ grammar achievement and their learning. Finally, a discussion of the findings, conclusions, implications for teaching practices, recommendations, and future research areas are presented in light of the findings

Effect Of Design Thinking-Based Instruction On Students' Academic Writing Performance, Creative Thinking Skills, And Motivation

2024-11-01T00:00:00Z

Effect Of Design Thinking-Based Instruction On Students' Academic Writing Performance, Creative Thinking Skills, And Motivation Bezabih, Mitiku This study investigated the effect of design thinking-based instruction on the writing performance, creative thinking skills, and writing motivation of second-year university students in the department of management. A quasi-experimental pretest-posttest control group design was employed. For this purpose, 51 students were randomly assigned from two intact classes in a university where 24 students of a class were randomly assigned as the experimental group receiving design thinking instruction, and 27 students of the other class were assigned as the comparison group receiving conventional methods. Data were collected through pre- and post- tests, as well as text analysis and students‘ reflective journals. While thematic analysis was employed to analyze the qualitative data, independent and paired sample t-tests were used to analyze the quantitative data. The results have revealed that the mean score differences between the experimental (M=4.90, 4.70, 3.92) and comparison group (M=2.65, 1.67, 1.84) on students‘ argumentative essay writing performance, creative thinking skills, and motivation to write, respectively. These differences are statistically significant between the two groups in essay writing performance, creative thinking skills, and motivation, with the mean of the experimental group being significantly higher than the mean of the comparison group at (t = 20.89, df = 37.09; t = 37.84, df = 38.86; t=40.94, df=41.93, p < 0.05) respectively. Particularly, the experimental group of students‘ writing performance and creative thinking skills achieved higher scores in task achievement, coherence and cohesion, lexical resources, grammatical range and accuracy, and fluency, flexibility, elaboration, and originality than the comparison group. Based on the findings, it is possible to conclude that design thinking-based instruction significantly enhanced the students‘ argumentative essay writing performance, creative thinking skills, and writing motivation. Finally, implications for teachers, researchers, educators, course book writers, and policymakers have been forwarded to consider employing the design thinking method to promote effective essay writing, creative thinking skills, and motivation in the field of English language teaching.

የይዘት ትንተና በገድለ አቡነ አናንያ

2024-06-01T00:00:00Z

የይዘት ትንተና በገድለ አቡነ አናንያ ያሬድ, ደስታው ይህ ጥናት በገድለ አቡነ አናንያ የይዘት ትንተና ላይ በሚል ርእስ የተነሣዉ፡ በጥናቱ ዳራ የተለያዩ ምሁራን ስለ ኢትዮጵያ ፊደልና ሥነ ጽሑፍ ሀብት የሰጡትን አስተያየት ለማስተዋወቅ ሞክሯል። የጥናቱን አነሣሽ ምክንያት የጠቆመ ሲኾን ጥናቱ በምርምር ሥራዉ፣ ዐላማዉን በግልጽ አስቀምጧል። ጥናቱ ከተካሄደ በኋላ ጥቅም ላይ መዋል እንዳለበት ኹሉም የሚያምንበት እንደመኾኑ መጠን ይህ ጥናትም መጠነ ሰፊ የኾነ ጠቀሜታ እንደሚሰጥ በዝርዝር ተቀምጧል። ምርምሩ ዐይነታዊ የምርምር ዘዴን የተከተለ ነው። በተጨማሪም የጥናቱ መሠረታዊ የአጠናን ዘዴ ኹለንተናዊ አካላት የኾኑት የመረጃ ምንጮች፣ የናሙና አመራረጥ ዘዴ፣ የመረጃ ማሰባሰቢያ መሣሪያዎች እና የመረጃ መተንተኛ ዘዴ የሚሉት በየቅደም ተከተል ደረጃቸዉ ተብራርተዋል። በአጠቃላይ አጥኚዉ መሪ ጥያቄዎቹን ለመመለስ ባደረገዉ ጥረት ከተለያዩ የጥናት ውጤቶችና መዛግብት የተገኙ መረጃዎችን በመፈተሽ ምርምር በማድረግ የገድሉን ይዘት በመተንተን መልእክቱን በማብራራት አቅርቧል።

የይዘት ትንተና በገድለ አብርሀ ወአጽብሐ

2017-02-01T00:00:00Z

የይዘት ትንተና በገድለ አብርሀ ወአጽብሐ ፈንታሁን, ደሴ ይህ ጥናት የገድለ አብርሀ ወአጽብሐ የይዘት ትንተና በሚል ርእስ ላይ የተሠራ ሲኾን ጥናቱን ለመሥራት አነሣሽ ምክንያቶችም ተመላክተዋል፡፡ ቅዱሳን ነገሥት አብርሀ ወአጽብሐ በስማቸው ትምህርት ቤት የተሠራላቸው፣ በቤተክርስቲያን በዓል የሚከበርላቸው ምን ቢሠሩ ነው ? የሚል ጥያቄ አጥኚዉ ስለነበረው ገድሉን ለማጥናት እንደ አነሳሳው ተገልጧል ፡፡ ዐቢይ ዐላማውም ገድለ አብርሀ ወአጽብሐን በመተንተን አብርሀ ወአጽብሐ እነማን ነበሩ፣ ያላቸውን ታሪካዊ፣ ስነ ጽሑፋዊ፣ ፖለቲካዊ፣ ማኅበራዊ እና ሃይማኖታዊ ፋይዳ ማሳየት ሲኾን ዐይነታዊ የምርምር ዘዴን ተከትሎ መረጃዎችን በገላጭ የትንተና ሥልት በመተንተን ተከውኗል ፡፡ ይህንንም ዐላማ ለማሳካት በዋናነት አንድ የብራናዉን ገድል ቅጅ ቀዳማይ የመረጃ ምንጭ በማድረግ የተጠቀመ ሲኾን፤ ሌሎች ከገድለ አብርሀ ወአጽብሐ ጋር ዝምድና ያላቸው ወይም ስለ ገድሉ ተጨማሪ መረጃ የሰጡ መጻሕፍት፤ መጽሔቶች፣ ጥናታዊ ጽሑፎች እንደ ኹለተኛየመረጃ ምንጭ ተጠቅሟል፡፡ ይህም ጥናት በዓይነታዊ የጥናት ዘዴ ተተንትኖ ቀርቧል፡፡ ጥናቱ የገድልን ምንነት ከፅንሰ ሐሳብ አንጻር ያብራራ ሲኾን በግእዝ ስለተጻፉ ገድላት ታሪካዊ ዳራ ማብራሪያ ሰጥቷል ፡፡ በገድሉ ስነ ጽሑፋዊ፣ ፖለቲካዊ፣ ማኅበራዊ እና ሃይማኖታዊ ፋይዳ ላይ ሰፊ ትንተና ያደረገ ሲኾን በመጨረሻም ሌሎች ቅጆችን በማሰባሰብ በገድሉ ላይ የተመሳከረ አርትዖት እና የትርጒም ሥራ ቢሠራበት፣ ተመራማሪዎች ይህን ጥናት እንደመነሻ ተጠቅመው ክፍተቱን ቢሞሉ መልካም ይኾናል የሚሉ የይኹንታ ሐሳቦችን አስቀምጧል፡