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首页> 外文OA文献 >The Effectiveness of Flip Classroom with Student Teams-Achievement Divisions (STAD) Method to Teach Reading Viewed from Students’ English Learning Interest
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The Effectiveness of Flip Classroom with Student Teams-Achievement Divisions (STAD) Method to Teach Reading Viewed from Students’ English Learning Interest

机译：翻转课堂与学生团队 - 成就分裂的有效性（StAD）方法教导阅读从学生英语学习兴趣观看的阅读

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The study is aimed: (1) To know whether Flip Classroom with STAD method is more effective than Traditional Instruction to teach reading; (2) to know whether the students who have high learning interest have better reading comprehension than those who have low learning interest; and (3) to know whether there is an interaction between Flip Classroom with teaching methods and students’ learning interest. The population of the research is the First year students of Public Health. The samples were from two classes. In taking the sample, cluster random sampling approach was used. Each class was divided into two groups (the students who have high and low learning interest). Then, the techniques which have been used to accumulate the information had been questionnaire student learning interest and reading test. The data were analyzed by using multifactor analysis of ANOVA 2x2 and Tuckey test. There are some research findings: (1) Flip Classroom with STAD method is more effective than Traditional Instruction to teach reading; (2) the reading comprehension of the students who have high learning interest is better than that of those who have low learning interest because; and (3) there is an interaction between teaching methods and learning interest for teaching reading. It is concluded that there is an interaction impact among methods and students’ learning interest for teaching reading. Flip Classroom with STAD is suitable for students having high learning interest and Traditional Instruction is suitable for students having low learning interest.
机译：该研究旨在：（1）了解与StAD方法的翻转教室是否比传统教导读数更有效; （2）了解高学习兴趣的学生是否具有比那些学习兴趣低的人更好的阅读理解; （3）知道翻转课堂与教学方法和学生学习兴趣之间是否存在互动。研究人口是公共卫生的第一年学生。样品来自两类。在采用样本时，使用集群随机采样方法。每个班级分为两组（学生高度和低学习兴趣）。然后，已被用于累积信息的技术已经调查了学生学习兴趣和阅读测试。通过使用ANOVA 2X2和TUCKEY测试的多因素分析来分析数据。有一些研究结果：（1）带有Stad方法的翻转教室比传统教学的教学阅读更有效; （2）具有高学习兴趣的学生的阅读理解优于那些具有低学习兴趣的人的学生，因为; （3）教学方法与教学阅读兴趣之间存在互动。结论是，方法和学生学习兴趣对教学阅读有互动影响。带Stad的翻转教室适用于具有高学习兴趣和传统教学的学生适合学习兴趣低的学生。

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