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

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.