Abstract
This study aimed to identify the effect of using the flipped classroom strategy on the classroom participation of female students in the Islamic education subject according to the differencesin academic achievement (high and low), the subject of the lesson (recitation, intonation (tajweed), and the conditions of Hajj).The study sample consisted of two groups: an experimental group that included 71 students, and a control group that included 66 students.The observation form of the classroom participation was used, after verifying its validitythrough referees’ validityand convergent validity, and verifying its reliabilityby the method of multiple observers on the performance of one student.Among the most important findings of the study is that there is a statistically significant difference at the level of significance (α0.05≥) in the classroom participation of the students attributed to the teaching method and academic achievement, in favor of the experimental group with high academic achievement. The study also showed that the classroom participation of female students in the experimental group was better than the control group in the recitation lesson, while the classroom participation of the female students in the control group in studying the conditions of Hajj was better than their participation in the lessons of recitation and intonation(tajweed).The study recommended using the flipped classroom strategy in the teaching-learning process.
Recommended Citation
Alshabibi, Thuraya; Al-Ayasra, Mohammad; and Almehrzi, Rashed
(2021)
"The effect of using the flipped classroom strategy on the classroom participation of female students in the subject of Islamic education in the light of their academic achievement,"
An-Najah University Journal for Research - B (Humanities): Vol. 35:
Iss.
5, Article 1.
Available at:
https://digitalcommons.aaru.edu.jo/anujr_b/vol35/iss5/1