Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE)
Abood, Mohammad H.
Unknown Affiliation
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The immediate and delayed impact of a flipped learning-based program on university students’ learned helplessness Abood, Mohammad H.; Abuhmaid, Atef
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 2: April 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i2.37217

Abstract

Learned helplessness can significantly hinder academic achievement, necessitating effective pedagogical interventions. The current study investigated the impact of flipped learning as an innovative teaching approach on mitigating learned helplessness in higher education context. Forty undergraduate university students were involved in the study and they were randomly assigned to an experimental group (n=20) which received instruction through the flipped learning approach, or a control group (n=20) which received traditional instruction. Data collection was conducted using the learned helplessness scale. The results of the study revealed statistically significant differences between the experimental and control groups on the learned helplessness scale, indicating that the flipped learning group exhibited lower levels of learned helplessness. Students in the experimental group showed significant immediate reduction in their learned helplessness compared to students of the control group. Nevertheless, follow-up testing revealed that these gains significantly declined over time. This highlights a crucial distinction between the immediate and delayed effects of the pedagogical intervention. Practically, the findings suggest that while flipped learning is an effective tool for reducing learned helplessness, its benefits are transient without consistent reinforcement and systematic support rather than relying on one-time intervention.
Exploring science identity among Jordanian high school students: a case study Mahasneh, Ahmad M.; Gazo, Ahmad M.; Abood, Mohammad H.; Al-Adamat, Omar A.
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.27701

Abstract

This study aimed to investigate the validity and reliability of the Arabic version of the science identity scale (SIS) and to explore any differences in levels of science identity due to gender. The study sample comprised 304 male and female high school students who had completed the SIS. To achieve study objectives, exploratory factor analysis and confirmatory factor analysis were used. The results of the exploratory factor analysis showed that four factors explained (40.542%) of total variance. The results of the confirmatory factor analysis indicated a good model fit, and the Cronbach alpha was calculated to be 0.85 for the SIS. Finally, the results revealed statistically significant differences in the level of science identity and its subscales (science performance, science competence, science recognition, and science interest) based on the gender variable, with females scoring higher. The study recommends that teachers utilize the SIS to assess the level of science identity among students and implement teaching practices aimed at enhancing the science identity of secondary school students.
Co-Authors Abuhmaid, Atef Al-Adamat, Omar A. Gazo, Ahmad M. Mahasneh, Ahmad M.