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Difference in DV of x level/type of IV

antara.....dengan....
effect on vs differ
T-test measures what

# data[].attributes.body
3. How far ‘‘flipped classroom’’ affect learning process in classroom?

# data[].attributes.body
Mustafina's article

1.  Table 3
= Table 3 is the result of independent-sample t-test that was conducted to compare teachers knowledge and  their attitude toward technology integration. From the article we can know that there are 2 types of teachers selected for the study which is teachers who possess basic ICT knowledge and teachers whose ICT knowledge limited to observation only.
# There is a significant difference in teachers' attitude between teachers with ICT knowledge through observation (M=33.67, SD=10.69) and teachers with basic ICT skills (M=23.41, SD=5.06); t(23)=2.888, p=0.008 (p<0.05).
# It can be said that teachers' level of knowledge affects their attitudes towards technology integration.

Table 4
Teachers confidence level were classified into 3 levels which is confident, average and non-confident and compared with their respective attitude to check whether confidence level have any impact on teachers' attitude in technology integration.
#Results from table 4 which is F(3,29) = 5.081, p = 0.007 (p<0.05) shows that there is a significant different in teachers attitude based on their confidence level. To know information like which confidence level have highest difference in terms of teachers' attitude, Post hoc comparison must be drawn.

Table 5
# Scheffe Post hoc test indicates that teachers' who are confident have significant difference in attitude compared to average and non confident teachers, where mean difference is 7.733 with p value of 0.37 (p<0.05). Other two groups does not have statistically significant difference among them.

Karabulut - Ilgu's Article

quantitative - end of year semester survey and students course grades were used as quantitative data.  The post course survey questions
focused on student perspectives on online and face-to-face components of the course, and overall course satisfaction. 5 point likert scale were used. Example of an item in the instrument is 'I had sufficient time during class to individually interact with my instructor (e.g, asking questions, clarifying confusing concepts) in the course'. Descriptions of 5 point likert scale was as follows:
# Strongly disagree
#Disagree
#Neutral
#Agree
#Strongly agree

The postcourse survey were conducted on the final week of the course.

Qualitative - Video recording of two in-class problem-solving sessions and a series of focus group interview were conducted to collect qualitative data.

#The analysis of in class observation were videotaped and coded using a spreadsheet. a robust 8 step process were conducted in data coding. finally, the coded data were quantified to determine the amount of time spent on each behavior.

#for the second qualitative data, students were invited to participate in a focus-group interview during the final week of the course. The purpose of these focus interviews was to
get further insights into the flipped course and discuss issues that were not
covered through survey questions. These interviews were audio recorded and
later transcribed verbatim for analysis.

State one qualitative finding of this study

one qualitative finding of this study was based on the observations made during the problem solving sessions which were video taped. According to the observation findings, students
engaged in five general behaviors while working toward the problem solution:

1) problem analysis or understanding, 2) individually working on problems, 3) comparing
individual work, 4) interacting with peers, and 5) interacting with the instructor

Roach's Article
Write down the possible research questions for the study.

1- What is the overall impression that student have about flipped classroom?
2- Are students actually watch the video-lectures?
3- what is the perceived level of interaction of students in flipped classroom?
4- How students react to the method and types of video-lectures?

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Mustafina's article

1- Explain in your own word, the results in Table 3, 4 and 5.

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Mustafina's article
1- Explain in your own word, the results in Table 3, 4 and 5.

Berdasarkan kepada Table 3, data yang dianalisis bahawa terdapat signifikan antara pengetahuan dalam mempengaruhi sikap guru terhadap ICT. Ini kerana keputusan data yang dapat adalah t(23)=2.888, p = 0.008 (p<0.05). Ini juga menyatakan bahawa pengetahuan yang sedia ada pada seseorang guru adalah cukup dan tidak adalah sebarang masalah dalam penyampaian ilmu dengan menggunakan ICT.

Berdasarkan kepada Table 4, hasil kajian menunjukkan terdapat perbezaan bagi 3 kumpulan antara keyakinan diri (yakin, sederhana dan tidak yakin) dan sikap guru terhadap integrasi teknologi kerana nilai signifikan < 0.05, F(3,29) = 5.081, p = 0.007 (p<0.05).

Ujian ‘post hoc’ dilaksanakan apabila Ho ditolak dimana analisis ‘post hoc’ menunjukkan min kumpulan bagi yakin (µ = -7.733), dan sederhana (µ = 7.983), manakala bagi tidak yakin (µ = 7.733). Berdasarkan table 5, hasil kajian dapat dibuktikan bahawa terdapat perbezaan signifikan antara kumpulan.

Karabulut-Ilgu's article
1- How was the quantitative method conducted?

Kaedah kuantitatif dijalankan dengan menggunakan kaji selidik ‘postcourse’ dan gred pelajar. Soalan  terhadap tinjauan dalam kaji selidik ‘postcourse’ memberi tumpuan kepada perspektif pelajar terhadap komponen dalam talian dan ‘face to face’ serta kepuasan secara keseluruhan kursus dan item skala likert digunakan untuk mengukur faedah dalam pembelajaran terbalik (flipped Learning). Pelajar yang dipilih secara rawak perlu menjawab sebelum semester akhir dalam talian untuk memberi maklum balas.

2-How was the qualitative method conducted?

Kaedah kualitatif menggunakan cara rakaman video, dua sesi penyelesaian masalah dalam kelas

dan satu siri wawancara kumpulan.

1.      Untuk siri wawancara ,penyelidik membuat temu bual dan memberi fokus terhadap perspektif pelajar terutama dalam perbincangan isu.

2.      Bagi dua sesi penyelesaian masalah dalam kelas pula, lima kumpulan (16 pelajar) dipilih secara rawak melalui penjana nombor rawak untuk direkodkan semasa sesi dalam menyelesaikan masalah kelas.

3.      Sebelum rakaman direkod, satu borang persetujuan akan diedarkan kepada pelajar sebagai makluman. Video yang direkod ini akan dibuat selama 2 kali pada minggu ke-4 dan 12

3- State one (1) qualitative finding of this study

Salah satu hasil daripada kaedah kualitatif adalah melalui wawancara tentang isu dengan kuiz. Sebagai contoh, pelajar memberitahu bahawa tempoh masa dalam menjawab kuiz memberi tekanan kepada mereka menyebabkan mereka tidak dapat fokus bahkan mereka cuba mempelajari sesuatu yang baharu. Jadi, mereka mencadangkan tiada had masa atau tempoh dalam menjawab kuiz kerana mereka dapat memberi tumpuan dalam menjawab dan bukan cuba menyelesaikan soalan-soalan yang dijawab.

Roach's  article
1- Write down the possible research questions for the study

Berkaitan dengan persepsi pelajar tehadap ‘flipped learning’

1.      Apakah tanggapan keseluruhan pelajar terhadap ‘flipped learning’?

2.      Adakah pelajar menonton video yang ditayangkan?

3.      Apakah tahap interaksi yang dijalankan?

4.      Bagaimana reaksi pelajar terhadap kaedah dan ‘video-lectures’.

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Mustafina's article

1- Explain in your own word, the results in Table 3, 4 and 5.

# data[].attributes.body
1. Explain in your word, the result in Table 3,4 and 5.

Mustafina's Article

Berdasarkan Jadual 3,Data ini dianalisi menggunakan analisis t-test. Keputusan  menunjukkan terdapat perbezaan yang signifikan  antara keyakinan diri dan sikap guru terhadap integrasi teknologi di sekolah iaitu  t(23)= 2.888, p=0.008 (p<0.05).  Hal ini demikian kerana, guru mempunyai  pengethuan teknologi  yang mencukupi.

Berdasarkan  jadual 4,  analisis ANOVA telah dijalankan oleh penulis untuk melihat perbandingn antara kesan keyakinan guru dengan  sikap guru terhadap integrasi teknologi di sekolah.  Keputusan menunjukkan terdapat perbezaan yang signifikan iaitu f<0.05.  f(3, 29)= 5.081, p= 0.007(p<0.05).

Berdasarkan jadual 5 menunjukkan perbandingan antara sikap guru dengan keyakinan guru yang dijalankan dengan menggunakan ujian Scheffe. Keputusan menunjukkan min bagi kumpula n yakin (u= -7.733), dengan nilai
p<(0.05) =(0.037).

Karabulut-Ilgu's Article

2. How was the quantitative method conducted?

Kaedah kuantitatif dijalankan melalui kaji selidik postcourse dan gred pelajar. Kaji selidik tersebut menekankan berkaitan dengan perspektif pelajar terhadap komponen antara  pembelajaran secara dalam talian dan bersemuka dan juga berkaitan dengan aspek kepuasan pelajar. Skala Likert 1 hingga 5 digunakan.

How was the qualitative method conducted?

Kaedah kualitatif dijalankan melalui wawancara terhadap kumpulan fokus. Sehubungan itu, Wawancara dikodkan menggunakan aplikasi perisisan analisis data kualitatif. Wanwancara ini juga dilakukan dengan merakam audio atau video yang membincangkan isu- isu yang tidak dibincangkan di dalam kaji selidik pos. Sesi wawancara

Manakala bagi sesi penyelesaian masalah dalam kelas, lima buah kumpulan telah di bina yang terdri daripada 16 orang pelajar yang dipilih secara rawak .

Data video pula dirakam secara manual  dengan menggunakan  hamparan.  borang persetujuan dieadarkan kepada pelajar sebelum sesi rakaman dijalankan sebagai  makluman awal. Rakaman tersebut akan dijalankan sebanyak dua kali iaitu pada minggu ke 4 dan minggu ke 12 dalam semester tersebut.

State one qualitative finding of this study

Dapatan kajian kualitatif  melalui sesi penyelesaian masalah dalam kelas menunjukkan maklum balas pelajar yang positif berkaitan dengan pengalaman meeyesaikan masalah kolaborasi dalam persekitran pembelajaran yang luar biasa.

Write down the possible research questions for the study

1. Apakah persepsi pelajar terhadap pembelajran secara flipped ?

2. Sejauh manakah tahap kolaborasi pelajar dalam menyelesaikan masalah dalam flipped learning.?

3. Apakah tahap kepuasan pelajar dalam pembelajaran flipped?

# data[].attributes.body
1.   Explain in your own word, the results in Table 3, 4 and 5.

Ujian-t berpasangan adalah signifikan (t (23) = 2.888, p = .008  secara statistik. Keputusan ini berjaya menolak Ho dan menerima HA. Ini menunjukkan  terdapat perbezaan sikap dan pengetahuan guru terhadap integrasi teknologi di sekolah.

Kajian dijalankan bagi mengenalpasti kesan keyakinan guru dengan  sikap guru terhadap integrasi teknologi di sekolah. Ujian menunjukkan terdapat perbezaan yang signifikan iaitu f<0.05.  f(3, 29)= 5.081, p= 0.007(p<0.05).

Ujian menunjukkan perbezaan perbezaan yang signifikan antara sikap guru dengan keyakinan guru yang dijalankan dengan menggunakan ujian Scheffe iaitu  yakin (u= -7.733), dengan nilai
p<(0.05) =(0.037).

Karabulut-Ilgu's Article
1. How was the quantitative method conducted?

Quantitative - using survey about student's perspectives on online and face-to-face components of the course, and overall course satisfaction. T.

2. How was the qualitative method conducted?
qualitative- Conduct video recordings of two in-class problem-solving sessions and a series of focus-group interviews.

3. State one (1) qualitative finding of this study.

The result shows that students enjoyed how the flipped format was implemented. They were satisfied with the flexibility and improved learning experience that the flipped classroom provided. The participants provided positive feedback as to their collaborative problem-solving experience in a flipped-learning environment. Besides that, it also increase their interaction with each other and engage in a collaborative dialog to improve their conceptual and procedural understanding of problem solving.

Write down the possible research questions for the study

1. Is Technology can play as important  role in learning process?

2. What are the steps to make learning environment  to be active?

3. How far ‘‘flipped classroom’’ affect learning process in classroom?

# data[].attributes.body
Karabulut-Ilgu's article
1- How was the quantitative method conducted?
2-How was the qualitative method conducted?
3- State one (1) qualitative finding of this study

# data[].attributes.body
Roach's  article
1- Write down the possible research questions for the study

# data[].attributes.body
1. Explain in your own word, the results in Table 3,4 and 5.

Through the article, we can know that there are two types of teachers selected for the study which is teachers who posses basic ICT knowledge and teachers whose ICT Knowledge limited for observation purpose only.

Karabulut-Ilgu's Article

2. How was the quantitative method conducted?

Quantittative -using survey and face to face session with the respondent

2. How was the qualitative method conducted?

Conduct video session in class and problem solving assignments.

3. State one (1) qualitative finding of this study.

The result shows that students were enjoying how the flipped format was implemented. They were satisfied with the flexibility and improved learning experience that the flipped classroom provided.

Write down the possible research questions for the study

1. Is Technology plays as important  role in learning process?

2. How far ‘‘flipped classroom’’ affect learning process in classroom?

3. What could be the steps to make learning environment  to be active?

# data[].attributes.body
Soalan 1

Table 3

Dapatan yang terdapat daripada jadual 3 adalah teradpat perbezaan yang signifikan antara keyakinan diri  guru dan sikap guru dalam mengintegrasikan teknologi di sekolah mahupun bilik darjah. t(23)=2.888, p = 0.008 (p<0.05).

Table 4

Jadual 4 menunjukkan pengujian yang menggunakan analisi ANOVA untuk mendapatkan perbangungan antara sikap guru dan juga kesan keyakinan guru itu sendiri dalam mengintegrasikan teknologi di sekolah.

Table 5

Berdasarkan jadual 5, Ujian tersebut menunjukkan terdapat perbezaan yang signifikan antara sikap guru dengan keyakinan guru yang dijalankan dengan menggunakan ujian Scheffe iaitu  yakin (u= -7.733), dengan nilai  p<(0.05) =(0.037).