The Impact of Interaction between the Flipped Classroom and the Cognitive Style on the Development of the Cognitive Performance and Academic Self-Consciousness among Graduate Students in Jeddah

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Instruction Techniques Teacher. Beni Suef University, College of Education, Department of Curriculum, Teaching Methods and Educational Technology.

Abstract

The main intent of the current study was to investigate the impact of
interaction between the flipped classroom and the cognitive style (Impulsive/ reflective) on the development of the cognitive performance and academic self-consciousness among graduate students in King Abdul- Aziz University in Jeddah. The study group encompassed (18) female students, selected via a comprehensive inventory method, and divided into two sub-groups according to the cognitive style (Impulsive/ reflective). The first experimental group with the Impulsive cognitive style consisted of (7) students while the second experimental group with the reflective cognitive style reached (11) students. The current study used a cognitive test and an academic self-consciousness scale designed by the researcher. The quasi-experimental method and the experimental design with two experimental groups were used. Statistical analyses of the available data indicated that there was no statistically significant difference in the post- administration of the cognitive test and the academic self-consciousness scale between the two experimental groups with the cognitive style (Impulsive/ reflective). In the light of the current study results, some recommendations and suggestions for further research were forwarded.

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