THE EFFECT OF USING THE FLIPPED LEARNING STRATEGY ON DEVELOPING ACADEMIC ACHIEVEMENT AMONG THIRD-YEAR SECONDARY SCHOOL STUDENTS IN ISLAMIC EDUCATION

Abstract

This study aimed to investigate the effect of using the Flipped Learning Strategy on developing the academic achievement of third-grade secondary school students in the subject of Islamic Education (Jurisprudence), in Lahij Governorate. To achieve the objectives of the study, the researcher employed a quasi-experimental approach using an equivalent-group design consisting of an experimental group and a control group, with both pre-test and post-test administrations. The study sample consisted of (78) students from Martyr Awad Saleh Al-Sindi Secondary School, selected through purposive sampling. The researcher then randomly assigned one of the two classes to serve as the experimental group. The research instrument was an achievement test comprising 35 multiple-choice items. The findings of the study revealed that there were statistically significant differences between the mean scores of the experimental and control groups on the post-achievement test at the significance level of (0.05), in favor of the experimental group. Based on these findings, the study recommended the integration of the Flipped Learning Strategy into school curricula due to its significant effectiveness in enhancing students' academic achievement. It also recommended providing teachers with appropriate training on the implementation of this strategy and the design of its electronic instructional content, as well as conducting further similar studies across different educational stages and subject areas.