The Flipped Learning Strategy’s Effect on Developing Gifted Female Students’ Achievement in Grammar Course in the Southern Region in Jordan

Abstract

This study ultimately intended to manifest the strategy of flipped learning strategy along with its effect on developing gifted female students’ achievement in grammar course at King Abdullah II Schools for Excellence, in the southern region of Jordan. To achieve this study’s objectives and answer its question, the quasi-experimental approach was used. Moreover, the study tools included: the teacher's guide for flipped learning and a test of the grammar course content for the eighth-grade female students. Besides, the study sample ultimately included (30) female students. They were ultimately divided equally into a control and an experimental group. The study found that there are obvious differences with statistical significance, at the significance level of (α≤0.005), between the scores concerning the members of both the experimental group and the control group, in the post-test scale, on the achievement test. Such differences were for the experimental group. Moreover, it also concluded that there are no obvious statistically significant differences, at the significance level of (α≤0.005), concerning the mean scores related to the experimental group’s members, in the post-test scale as well as the follow-up on the achievement test. Therefore, with reference to this study’s results, the researchers recommended that it is important to employ e-learning and integrated learning environments, which are based on technological innovations, in the process of education.