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Effects of technology-based self-directed learning on Jordanian students' mathematical cognitive domains assessed by TIMSS.

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Title: Effects of technology-based self-directed learning on Jordanian students' mathematical cognitive domains assessed by TIMSS.
Authors: Al-Awidi, Hamed1 (AUTHOR), Abumosa, Mofeed2 (AUTHOR), Al-Mughrabi, Ayat3 (AUTHOR), Alnasraween, Mo'en4 (AUTHOR)
Source: Teaching Mathematics & its Applications. Jun2026, Vol. 45 Issue 2, p274-295. 22p.
Subject Terms: *Flipped classrooms, *Mathematical ability, *Educational evaluation, *Science education, *Autodidacticism, *Eighth grade (Education), Empirical research
Geographic Terms: Jordan
Company/Entity: Trends in International Mathematics & Science Study
Reviews & Products: Moodle (Computer software)
Abstract: Self-directed learning (SDL) is one of the main goals of education; it is regarded as one of the primary 21st-century skills that learners must acquire in schools. In recent years, the use of technology to facilitate SDL has increased, and technology has been recognized as having great potential to support SDL. This study examined the effect of technology-based self-directed learning (TB-SDL) on eighth-grade students' mathematical cognitive domains assessed by TIMSS. The study adopted the flipped learning method via Moodle to deliver TB-SDL activities. The learning activities included questions from the previous TIMSS and others that simulated TIMSS questions. The study employed the experimental method with a semi-experimental design with one group. The study involved 75 female students representing all the eighth-grade students at a private girls' school in Amman, Jordan. Paired sample t -tests were used to analyze the data and compare pre- and post-test scores. The results revealed that students' performance in the three domains of cognitive development increased significantly due to the use TB-SDL. [ABSTRACT FROM AUTHOR]
Copyright of Teaching Mathematics & its Applications is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Effects of technology-based self-directed learning on Jordanian students' mathematical cognitive domains assessed by TIMSS.
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Mathematics+%26+its+Applications%22">Teaching Mathematics & its Applications</searchLink>. Jun2026, Vol. 45 Issue 2, p274-295. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Flipped+classrooms%22">Flipped classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematical+ability%22">Mathematical ability</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Science+education%22">Science education</searchLink><br />*<searchLink fieldCode="DE" term="%22Autodidacticism%22">Autodidacticism</searchLink><br />*<searchLink fieldCode="DE" term="%22Eighth+grade+%28Education%29%22">Eighth grade (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink>
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  Data: Self-directed learning (SDL) is one of the main goals of education; it is regarded as one of the primary 21st-century skills that learners must acquire in schools. In recent years, the use of technology to facilitate SDL has increased, and technology has been recognized as having great potential to support SDL. This study examined the effect of technology-based self-directed learning (TB-SDL) on eighth-grade students' mathematical cognitive domains assessed by TIMSS. The study adopted the flipped learning method via Moodle to deliver TB-SDL activities. The learning activities included questions from the previous TIMSS and others that simulated TIMSS questions. The study employed the experimental method with a semi-experimental design with one group. The study involved 75 female students representing all the eighth-grade students at a private girls' school in Amman, Jordan. Paired sample t -tests were used to analyze the data and compare pre- and post-test scores. The results revealed that students' performance in the three domains of cognitive development increased significantly due to the use TB-SDL. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Teaching Mathematics & its Applications is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1093/teamat/hraf013
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        Text: English
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      – SubjectFull: Flipped classrooms
        Type: general
      – SubjectFull: Mathematical ability
        Type: general
      – SubjectFull: Educational evaluation
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      – SubjectFull: Science education
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      – SubjectFull: Autodidacticism
        Type: general
      – SubjectFull: Eighth grade (Education)
        Type: general
      – SubjectFull: Empirical research
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      – SubjectFull: Jordan
        Type: general
      – SubjectFull: Trends in International Mathematics & Science Study
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      – SubjectFull: Moodle (Computer software)
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      – TitleFull: Effects of technology-based self-directed learning on Jordanian students' mathematical cognitive domains assessed by TIMSS.
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            NameFull: Al-Awidi, Hamed
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            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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