Learning physics outside the classroom has experienced low consideration in the past, but it has gained popularity in recent times. The current study aimed to explore the effect of using the flipped classroom strategy in teaching physics on academic achievement and motivating secondary school students in Jordan. A total of 84 students from the eleventh grade of secondary education from the Jordanian Ministry of Education participated in the study, divided into two groups, the experimental group (41) and the control group (43). Educational materials and study tools; comprehending scientific flipped classroom strategy designed and charted content, the Physics academic achievement test as well as the Physics motivation scale; were developed and prepared. Study instruments were appropriately statistically pre-checked for validity and reliability. The results revealed that there were statistically significant differences between the experimental group and the control group in favor of the experimental group. The results also showed that there were no statistically significant differences between the mean scores of the experimental group students and the scores of the control group students in the post-application of the motivation scale due to the teaching method. The study recommends further studies on the flipped classroom strategy.
S. Alarabi, K.; Alqawasmi, A.; and Alsalhi, Najeh
"The Effect of the Flipped Classroom on the Academic Achievement in Physics and Motivation Among Students of Secondary Stage in Jordan,"
Information Sciences Letters: Vol. 12
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Available at: https://digitalcommons.aaru.edu.jo/isl/vol12/iss1/16