A Training Program Based on the Flipped Learning Strategy on Developing Educational Robot Programming Skills among Computer Female Teachers

Abstract

The study aimed to investigate the impact of a training program based on the flipped learning strategy on developing educational robot programming skills among computer female teachers. To achieve this aim, the experimental method with a quasi-experimental design was used. The study sample consisted of 22 computer female teachers. The study tools included an achievement test to measure the cognitive aspects of robot programming skills and an observation checklist to measure the performance aspects of robot programming skills among computer female teachers. The study findings revealed statistically significant differences at the 0.01 level between the mean ranks of the experimental group teachers’ scores in the pre-and post-tests for the achievement test associated with the cognitive aspect of robot programming skills in favor of the post-test. There were also statistically significant differences at the 0.01 level between the mean ranks of the experimental group teachers’ scores in the pre-and post-tests for the observation checklist associated with the performance aspect of robot programming skills in favor of the post-test. Regarding the impact of the electronic training program based on flipped learning, the results showed a positive impact of the program in .