Abstract
The study aimed to identify the effect of the flipped learning strategy on improving reading comprehension skills and social communication skills among students of the tenth grade in Jordan. A test for reading comprehension skills and a scale for social communication skills were prepared, and the validity and reliability of the Instruments were insured. The quasi-experimental approach was used, the study was conducted on (60) students who were selected intentionally and assigned randomly into two groups: The experimental group numbered (30) students who were taught using the flipped learning strategy, and the control group of (30) students who were taught using the conventional method. The results showed that there were statistically significant differences at the level of (α = 0.05) between the performance means of the two groups on the reading comprehension skills test and the social communication scale in favor of the students of the experimental group that was taught using the Flipped learning strategy. It was recommended to use of the flipped learning strategy to enhance the reading comprehension skills and social communication skills.
Recommended Citation
Al-Rashdan, Khaled and Al-Saaideh, Monim
(2022)
"The Effect of the Flipped Learning Strategy on Improving Reading Comprehension Skills and Social Communication Skills Among Students of the Tenth Basic Grade in Jordan,"
Jordan Journal of Applied Science-Humanities Series: Vol. 31:
Iss.
2, Article 2.
Available at:
https://digitalcommons.aaru.edu.jo/jjoas-h/vol31/iss2/2