The Effect of The Flipped Classroom Strategy on The Achievement of Third-Grade Intermediate Students in Science

Abstract

The current study aimed to reveal the extent of the impact of the flipped classroom strategy on the achievement of third-grade intermediate students in science. This study relied on the quasi-experimental approach, which is based on the experimental and control groups. The population of the current study consisted of (280) third-year middle school students at Al-Fath Middle School, and the purposive sampling method was used on the school’s middle school students by distributing an academic achievement test. The researcher’s sample consisted of (40) students, (20) students in the experimental group, (20) students in the control group. The research tool, which was the achievement test, was prepared after ensuring its validity and stability. The results of the study concluded that there were statistically significant differences. At the level of (0.05) between the average scores of the achievement test in science subject after applying the post-test for the experimental and control groups in favor of the experimental group. The study also found differences between the average scores of the experimental group and the total scores of the control group in the post-achievement test at the level of recollection and the level of understanding in favor of the experimental group. The study concluded with a number of recommendations, the most important of which are: Applying the flipped classroom strategy to science for the first intermediate and second intermediate grades, training male and female teachers to use modern technologies, benefiting from them in applying the flipped classroom strategy to various courses, and benefiting from the Ain educational platform and activating it primarily in the education process.