The Effectiveness of Flipped Learning Strategy in Physics Teaching in Developing the Skills of the Twenty-first Century among the Second-year Secondary Stage Students

Faiz Howidi AlShahrani, Naha; Mohamed Ali Elattab, Nadiaa

doi:10.21608/jsre.2020.79616

The Effectiveness of Flipped Learning Strategy in Physics Teaching in Developing the Skills of the Twenty-first Century among the Second-year Secondary Stage Students

Document Type : Original Article

Authors

¹ Curriculum and General Teaching Methods (MA) - Faculty of Education - Bisha University

² Professor of Curricula and Associated Science Teaching Methods, College of Education, Bisha University, Saudi Arabia

10.21608/jsre.2020.79616

Abstract

This research’s objective was to identify the effectiveness of the flipped classroom strategy in teaching physics to develop the 21st century skills for 11th grade students. To achieve this objective, the research adopted the quasi-experimental methodology based on the design of experimental and control groups, which belongs to semi-experimental designs. The research sample consisted of (46) female students from the 11th grade in the high school, randomly divided into two equal groups, one is experimental (23) female students who studied the chapter (cases of matter) using the flipped classroom strategy, and the other control (23) female students studied the same class in the usual way. The materials and tools of this research consisted of a teacher guide and students guide according to the flipped classroom strategy, and a 21st century skills test, and at the end of the experiment, the post-test was applied to the two groups. The results of the research revealed that there is a statistically significant difference at the level of significance (0,05 ≥ α) between the mean scores of the experimental group students who studied using flipped classroom strategy and the control group students' scores who studied using the regular method in the 21st century skills post-test in favor of The experimental group, as a whole 21st century, and in both creativity and innovation skills, the skill of critical thinking, and technology and communication skills, while there is no effectiveness for using the flipped classroom strategy in developing the skill of cooperation. Considering these results, some recommendations and proposals were submitted.

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