The Effectiveness Of The Flipped Classroom Strategy In Developing Secondary School Female Students’ Mathematics Achievement And Habits Of Mind

Abstract

The present research aimed to identifying the effectiveness of flipped classroom strategy in developing achievement in mathematics and the habits of mind among secondary stage students. To achieve this aim, the researchers prepared: a guide for teaching Polynomials and its Functions Unit according to the flipped classroom strategy; a student activity booklet for the student; an achievement test on the unit content; and a scale of the habits of mind. The research tools and material were presented to a group of jurors for review. The research adopted the quasiexperimental design. The sample of the research consisted of (61) female students purposefully selected from the second-year secondary school female students, Khayber Al-Janoub Secondary School, during the first semester of the 1439-1440 academic year. They were divided into two groups: an experimental group (N=30) female student who studied via the flipped classroom strategy, and a control group (N=31) student who studied via the traditional method. The research results revealed that the experimental group students outperformed the control group students in developing mathematics achievement and habits of mind. There was a positive statistical relationship between developing mathematics achievement and habits of mind for the experimental group of students who were taught by using the flipped classroom strategy. In light of the research findings, the researchers recommended: the need to employ the flipped classroom strategy when teaching mathematics to secondary school female students; paying attention to the development of habits of mind when teaching mathematics; and conducting more studies and research on the flipped classroom strategy and habits of mind.