فاعلية استراتيجية الفصل المقلوب في تنمية التحصيل الدراسي و الدافعية للتعلم في مقرر منهج رياض الأطفال لدى الطالبات تخصص رياض الأطفال بكلية التربية جامعة الكويت

الملخص EN

The study aimed to determine the effectiveness of the flipped classroom strategy in developing the level of academic achievement and motivation to learn in the curriculum course in kindergarten for female students majoring in kindergarten at the College of Education at Kuwait University.

The study used the descriptive approach to build the intellectual framework related to the flipped classroom strategy and the necessary tools for the study.

It also used the quasi-experimental method to determine the strategy's effectiveness in developing achievement and motivation to learn.

The researcher prepared research tools that included a cognitive achievement test before and after and a learning motivation scale.

They were applied to a sample size of (32) female students from the third level, specializing in kindergarten in the college, from those enrolled in the course.

The results revealed the effectiveness of using the flipped classroom strategy in academic achievement and developing the motivation to learn in the curriculum course in kindergarten.

The study found statistically significant differences between the mean scores of the students in the pre and post-measurements of academic achievement.

As well as a difference in motivation levels to learn the course in favor of the average post-measurement scores.