PERFORMANCE-BASED FORMATIVE ASSESSMENT APPROACHES (PROCESSES/PRODUCTS) VIA THE FLIPPED CLASSROOM MODEL TO DEVELOP LINGUISTIC SELF-EFFICACY AMONG AL-AZHAR SECONDARY STAGE STUDENTS IN NORTH SINAI

Document Type : Researches

Authors

1 Dept. Environ. Humanities, Inst. Environ. Studies, Arish Univ., Egypt.

2 Dept. Comparative Edu. and Edu. Admin., Fac. Edu., Arish Univ., Egypt.

3 Dept. Curriculum, Teaching Methods and Edu. Technol., Fac. Edu., Arish Univ., Egypt.

10.21608/jesasd.2025.356154.1001

Abstract

The research aimed at examining performance-based formative assessment approaches (Processes/Products) via the flipped classroom model and its impact on developing linguistic self-efficacy among Al-Azhar secondary stage students in North Sinai. A quasi-experimental 1×2 factorial design was employed. Independent variable was performance-based formative assessment approaches included two types approaches of performance-based formative assessment presented via flipped classroom model (processes vs. products), dependent variable was linguistic self-efficacy. The participants were 64 students (males) selected from first Secondary grade students by Al-azhar in North Sinai, were assigned to two experimental groups. The first experimental group utilized a performance-based formative assessment approach for processes; included 32 students, the second experimental group utilized performance-based formative assessment approach for Products; included 32 students. The research tool represents linguistic self-efficacy scale. The results revealed that a statistically significant difference at ≤ 0.05 between the mean scores of the two experimental groups in linguistic self-efficacy in favor of performance-based formative assessment approach for products.

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