Using a quasi-experiment with the pre-/post-test control group design, the present study investigated whether flipping an advanced pre-calculus class would lead to a statistically significant gain in the learning of conic sections for high school students. The subjects were 50 11th graders (n=50), who were equally divided into two groups. The treatment group (n=25) learned conic sections via the flipped classroom model, while the control group (n=25) was taught the same topic traditionally via the didactic approach. The intervention comprised flipping mathematics class with four video-assisted lessons and notetaking. All subjects were pre-tested on their prior knowledge on conic sections before starting the experiment and post-tested after intervention. The results of the post-test indicated statistically significant difference between the mean score of the treatment group and that of the control group, reflecting the effectiveness of the flipped instruction. Participants enjoyed the intervention.

The three-month quasi-experimental study examined the impact of Purple Mash, an educational website, on grade four students’ academic achievement and perception. The study involved 28 participants, divided into control and experimental groups. Initial assessment scores were similar between the groups, but after the intervention, the experimental group showed a significant increase in post-test scores compared to the control group. The experimental group achieved an average score of 89.9, while the control group scored 77.2. Additionally, the students reported high levels of satisfaction with the interactive learning experiences provided by Purple Mash. Based on these findings, the study recommends the development of dedicated websites for each lesson to enhance accessibility and improve academic achievement and student perception in information and communication technology (ICT) courses. The integration of various data sources, such as pre- and post-test scores, classroom observations, and interviews, supported the credibility and dependability of the research findings. This thorough approach allowed for a deeper understanding of ICT class dynamics and the establishment of robust conclusions. The findings of this study provide compelling evidence of the positive impact of Purple Mash, a web-based mathematics learning platform, on primary school students’ mathematics achievement.

This study aimed to examine chatbot use, perceived concerns, effects, and ethics among university students. The study adopted a purposive sampling technique to select participants. The data for this study were collected from university students from India, the UAE and Jordan. A structured questionnaire was developed from published literature. The study instrument was planned to collect data on respondents’ familiarity and usage, measuring the familiarity and unfamiliarity of different chatbots such as Bard AI, CoPilot, etc., and the frequency of use is measured in terms of using the chatbot regularly, rarely, and never. While attitude, effects of chatbots, and ethical aspects are measured on 5-point Likert scale with 1 signifying strongly agree and 5 signifying strongly disagree. Data were collected electronically through email distribution of the designed Google form survey. A total of 444 participants in this study. The six hypotheses were tested using the independent sample t-test and the ANOVA test. The results of the study present significant differences in the use of chatbots across India, the UAE, and Jordan. The study showed differences in gender and academic level in chatbot use. The analysis exposed that science students demonstrated significantly higher levels of chatbot use and concern compared to non-science students. The outcomes of the study provide valuable insights into the integration of chatbots in academic institutions.