Blended learning and the flipped classroom: the potential effect to enhance students’ mathematical proficiency and self-efficacy: a mixed methods study from Saudi Arabia

Algarni, Badriah ORCID: https://orcid.org/0000-0001-9966-738X (2021) Blended learning and the flipped classroom: the potential effect to enhance students’ mathematical proficiency and self-efficacy: a mixed methods study from Saudi Arabia. PhD thesis, University of York.

Abstract

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Keywords: flipped classroom, mathematics, proficiency, self-efficacy, students’ and teachers’ perceptions
Awarding institution: University of York
Academic Units: The University of York > Department of Education (York)
Depositing User: Mrs Badriah Algarni
Date Deposited: 12 Jan 2022 18:47
Last Modified: 12 Jan 2022 18:47

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