The Effectiveness of the Flipped Classroom Learning Strategy in Learning Arabic Grammar Towards Academic Achievement among UNRWA’s Students

Abstract

This study aimed to implement the flipped classroom strategy in teaching Arabic grammar to verify its effectiveness on the academic achievement of a purposively selected sample of ninth-grade students at a UNRWA school. An 8-week quasi-experimental study was conducted with an experimental group (n= 39) that learned using the flipped classroom strategy compared to a control group (n= 37) that learned using traditional blended learning. The experimental group learned by watching videos uploaded on Facebook before attending class for each lesson, while the control group watched the same videos in the computer lab during the lesson. Data were collected through pre-test and post-test academic achievement assessments, and covariance (ANCOVA) analysis was used to analyse the collected data. The post-test results showed that the flipped classroom strategy improved students' academic achievement in Arabic grammar, with statistically significant differences favouring the experimental group over the control group. The researchers recommended conducting studies on the impact of this strategy focusing on gender differences.