فاعلية تدريس مقرر استراتيجيات تدريس المواد الاجتماعية و تقويمها باستخدام استراتيجية التعلم المقلوب في التحصيل و تنمية التفكير التأملي لدى طالبات جامعة الأميرة نورة بنت عبد الرحمن

الملخص EN

This study aimed at exploring and assessing the efficieny of flipped classroom strategy in enhancing students’ achievement and promoting their critical thinking.

The study population comprised 368 female students from the sixth level of the Curricula and Instruction Department during the academic year 1436/1437A.H.

(2015/2016).

The study sample was randomly chosen from two different classrooms.

An experimental approach was deployed on two groups (control group and experimental group).

The experimental group was subjected to an independent variable (strategy of flipped classroom) to measure its efficiency in academic achievement and fostering reflective thinking skills.

The control group was subjected to the traditional method.

A questionnaire was administered to the study sample.

Achievement test and reflective thinking scale were employed before and after the experiment for both groups.

Findings revealed statistically significant differences in students’ achievement scores (0.988) and reflective thinking marks (0.889), which can be attributed to the experimental application of flipped classroom strategy.

Seemingly, there was no correlation between the marks of the experimental group and those of the control group at the level of (α ≥ 0.05) in the achievement test, as well as in the scale of reflective thinking.

The study recommends that instructors should be offered training programs on the use of flipped classroom strategy and be granted access to teaching strategies which promote reflective thinking.

Furthermore, the study recommends to encourage female teachers to use the strategy of flipped classroom that develops academic skills and those of critical thinking and creative thinking.