The Effect of Using Flipped Classroom Strategy on the Academic Achievement of Fourth Grade Students in Jordan

Abstract

This study aimed at investigating the effect of flipped classroom strategy on the academic achievement in the subject of science among fourth grade students in Jordan. The study population consists of all fourth grade students in the Directorate of Private Education in Amman area, totaling 2134 students during the second semester of the academic year 2015-2016. The study sample consists of 44 male and female students who were chosen purposely from the study population. The study sample was distributed into two groups: the experimental group that consisted of 22 students, who has studied according to flipped classroom strategy, and the control group that consisted of 22 students, who has studied in the ordinary method. To achieve the objectives of the study, an achievement test was prepared and its validity and reliability were checked. ANCOVA, Means, and Standard Deviations were used to analyze the collected research data. The study deduced the following results: 1) There are statistically significant differences in the Means on the educational achievement test attributed to the teaching strategy, in favor of the members of the experimental group, and 2) there are no statistically significant differences in the Means on the academic achievement test attributed to gender. In light of the findings, the study recommended encouraging science teachers to teach students using teaching strategies emanated from the use of modern technologies, particularly the flipped classroom strategy. In addition, the study suggested that colleges of education should train prospective teachers on the use of teaching strategies stemming from modern educational theories and strategies such as the flipped classroom strategy during the period of preparing them to teach. Furthermore, the study recommended re-applying this experience and identifying its effectiveness at other schools stages and other subjects in other content areas.

An account of EFL learners’ self-efficacy and gender in the Flipped Classroom Model

“…However, only females in experimental group had a statistically significant difference in selfefficacy before and after the intervention. It also contradicts with the study by Elian and Hamaidi (2018), which found that there was no significant difference in the means of achievement scores across gender with the intervention of flipped classroom strategy. It is interesting that these two studies are from a similar cultural context namely Iranian, but yielded different findings in that in those cases the FCM did not make a difference on self-efficacy or reveal any significant gender differences.…”

The Effect of A Flipped Classroom on Students’ Achievements, Academic Engagement and Satisfaction Levels

“…When the literature review with regard to the flipped classroom was examined, it was seen that the model increased achievement in a number of fields including mathematics, foreign languages, science, medicine and engineering (Boyraz, 2014;Ceylan, 2015;Sirakaya, 2015;Turan, 2015;Aydin, 2016;Bhagat et al, 2016;Foldnes, 2016;Gonza´lez-Go´mez et al, 2016;Saglam, 2016;AlJaser, 2017;Atwa, Din and Hussin, 2017;Cakir, 2017, Thai et al, 2017Elian and Hamaidi, 2018;Iyitoglu, 2018). On the other hand, the studies indicated the model was not making a significant enhancement (Davies, Dean and Ball, 2013;Findlay and Mombourquette, 2014;Overmyer, 2014;Touchton, 2015;Duffy, 2016;Yavuz, 2016;Dixon, 2017).…”

Flipped Classroom as a Learning and an Evaluation Strategy in a Pharmaceutical Quantitative Analysis Course at the Pharmacy Faculty of the Universidad de Costa Rica

“…Because it has been delivered from the beginning of the course, the students are able to learn at their own pace. The flipped help students" self-learning according to their strengths and individual requirements [9]. Therefore, each person studies at home at their own pace and arrives in the classroom to clarify concepts, thus facilitating the work of learning within it.…”

“…Finally, a student contributes that "helped her analyze ways to allow other people to better understand, which at the same time helped me to learn and helped me in communicative terms." After this, there are clear benefits of this strategy, reflected through the increase in critical thinking, self-learning, communication skills, and cooperation among students [9].…”

“…However, it is based in the introduction of active learning to the classroom [8]. Bergmann and Sams describes the of flipped classroom by mention that what is done at home as a traditional learning is done during the classroom time, and what is done during the classroom time as a traditional learning, is done at home [9]. Therefore, it requires that students have to study the content (information and instruction normally given inside the classroom) [10] prior to class.…”