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Saudi Arabia Jeddah High School Teachers' Behavioral Intent to Adopt the Flipped Model Classroom
Alqarni, Asma
Alqarni, Asma
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Abstract
This study aimed to explore Jeddah Saudi Arabian high school teachers’ behavioral intent to adopt the flipped classroom model based (FCM) technology. Specifically, the study investigated factors that influenced high school teachers’ behavioral intent to use the FCM-based technology by incorporating the Unified Theory of Acceptance and Use of Technology. Four constructs were examined: Performance Expectancy, Effort Expectancy, Facilitating Conditions, and Perceived Understanding of the flipped classroom characteristics. These four constructs were explored along with demographic and two other variables, level of digital technology skill and years of teaching experience to determine relationships between these variables and behavioral intent to adopt FCM-based technology.The survey was responded to by 367 Jeddah Saudi Arabian high school teachers. The study showed that most participants agreed or strongly agreed with the constructs of the survey. A strong correlation was found between Perceived Understanding of the flipped classroom model and behavioral intent. The regression analysis showed the overall model with all variables was statistically significant. However, the strongest predictors of behavioral intent to implement the FCM-based technology were Performance Expectancy, Facilitating Conditions, and Perceived Understanding of the Flipped classroom model.The findings imply that the more Jeddah Saudi Arabian high school teachers understand the FCM-based technology, the more likely they said they would one day use it. Furthermore, the more knowledge about the technology, such as professional development, understanding, and resources available to Jeddah Saudi Arabian High school teachers, the stronger the prediction of behavioral intent to use the FCM-based technology.
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Date
2023-01-01
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University of Kansas
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This item contains archived web content.
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999163_1.pdf
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- Embargoed until 2173-05-31
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Educational technology,