The Effect of using Flipped Learning Strategy on the Academic Achievement of Eighth Grade Students in Jordan

Firas Ibrahem Mohammad Al-Jarrah,Fadi Bani Ahmad,Othman Mansour,Mustafa Ayasreh

doi:10.14569/ijacsa.2021.0120862

Firas Ibrahem Mohammad Al-Jarrah, Fadi Bani Ahmad + Show 2 more

Open Access

https://doi.org/10.14569/ijacsa.2021.0120862

Copy DOI

Abstract

This study aimed to reveal the effect of using the flipped learning strategy on the development of achievement and the trend towards it among eighth grade students in the English language subject in the Hashemite Kingdom of Jordan. The sample of the study consisted of a sample of eighth-grade students who study in government schools affiliated with the Directorate of Education in the Northern Mazar District in the Hashemite Kingdom of Jordan, and their number (50) students were distributed into two groups chosen randomly, one of them is a control group, and the number of its students is (25) and the other Experimental and the number of its students (25) students. Where the control group was taught using the usual method, the experimental group was taught using the flipped learning strategy. To achieve the objectives of the study, the researcher used the descriptive approach and the experimental approach (with a quasi-experimental design), and the study tools were: an achievement test and a questionnaire to measure attitude. The study materials also included educational software. The results of the study indicated that there was a statistically significant difference between the average scores of the group of students. The experimental group and the control group in the post application of the attitude scale in favour of the experimental group, and this indicates that the use of the flipped classroom strategy had an impact on developing students' attitudes towards it.In light of this, the researcher recommends several recommendations, most notably taking advantage of the standards and the proposed educational model in the current research in the field of English language learning, as well as the application of multimedia programs in the use of the flipped classroom strategy, to raise the level of students in the basic stage in academic achievement, and to expand the application of e-learning And blended learning to improve students’ attitudes towards using the flipped classroom strategy to learn English, holding training courses for teachers on the use of the flipped learning strategy, and employing modern technologies and social networks in the educational process.

Highlights

Educators are aware of the great impact of using technological innovations in the educational process due to the modern technological revolution of the increasing potential of computer, Internet and communicational applications, which were reflected in the educational process in all of its aspects, It affected the level of student’s learning, planning for teaching, educational content, teaching process Implementation and evaluation
The present study calls for the answers to the following research questions: 1) What is the effect of using a flipped learning strategy on developing achievement among eighth grade students in English language subject in the Hashemite Kingdom of Jordan?
The previous results related to the first hypothesis can be interpreted as follows: The results indicated that there is a statistically significant difference between the mean scores of the experimental group and the control group students in the post application of the cognitive achievement test in favour of the experimental group, who learned using the strategy of inverse separation, compared to the control group that learned by the usual method, and this indicates that the use of the reverse separation strategy had the effect of increasing academic achievement in English language subject for eighth grade students

Summary

Introduction

Educators are aware of the great impact of using technological innovations in the educational process due to the modern technological revolution of the increasing potential of computer, Internet and communicational applications, which were reflected in the educational process in all of its aspects, It affected the level of student’s learning, planning for teaching, educational content, teaching process Implementation and evaluation. Inverted learning enhances the use of advanced technology outside the student’s academic time, in order to achieve maximum student participation and learning during the traditional classroom, and to increase efficiency in building knowledge, collaborative work and discussion during the lessons. It seeks to reshape the educational process and change the usual role. It combines face-to-face learning strategies with an internet-based learning strategy [4]

Objectives

Methods

Results