فاعلية استراتيجية التعلم المقلوب في تدريس الاقتصاد المنزلي لدى تلميذات المرحلة الإعدادية

Abstract EN

The current research aimed at examining the effectiveness of the flipped learning strategy in teaching home economics to develop probe thinking skills and academic achievement motivation among preparatory school female students, sample was selected from Sobak Al-Dahhak Preparatory School for Girls at El-Bagour Educational Administration, Menoufia Governorate.

The sample consisted of a total (70) students, (35) as a control group, (35) as an experimental group.

The research tools consisted of The Probe Thinking Skills Test, and The Academic Achievement Motivation Scale, were pre- and post- applied on the research sample (the experimental and the control groups).

The statistical analysis revealed that there is a statistically significant difference at (p>0, 01) between the mean scores of the experimental group students in the pre- and post- application of The Probe Thinking Skills Test and The Academic Achievement Motivation Scale in favor of the post-application; there is a statistically significant difference at (p> 0, 01) between the mean scores of the experimental and control groups' students in the post application of The Probe Thinking Skills Test as a whole and its sub-skills, and The Academic Achievement Motivation Scale as a whole and its sub-dimensions in favor of the experimental group; and that there is a statistically significant positive correlation between the experimental group students' scores in The Probe Thinking Skills Test as a whole, and their scores on The Academic Achievement Motivation Scale as a whole, which proves the effectiveness of the flipped learning strategy in developing probe thinking skills and academic achievement motivation among preparatory school female students in home economics.