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The Impact of Flipped Learning on Secondary Students' Achievement in Arabic Grammar and Their Attitudes: An Experimental Study in Jordan

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  • Author(s): Sami Al-Qatawneh (ORCID Sami Al-Qatawneh (ORCID 0000-0003-0728-6761)
  • Language:
    English
  • Source:
    Educational Process: International Journal. Article e2025363 2025 17.
  • Publication Date:
    2025
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
    • Peer Reviewed:
      Y
    • Source:
      11
    • Education Level:
      Secondary Education
      Elementary Education
      Grade 7
      Junior High Schools
      Middle Schools
    • Subject Terms:
      Foreign Countries; Flipped Classroom; Secondary School Students; Grade 7; Arabic; Grammar; Student Attitudes; Academic Achievement; Program Effectiveness; Conventional Instruction; Instructional Effectiveness
    • Subject Terms:
      Jordan
    • ISSN:
      2147-0901
      2564-8020
    • Abstract:
      Background/purpose: This study aimed to examine the effect of flipped learning on secondary school students' achievement in Arabic grammar and their attitudes towards its implementation in Jordan. Materials/methods. A quasi-experimental design was employed, with a sample of 63 seventh-grade students divided into two groups: experimental (n = 32) and control (n = 31). The experimental group received instruction through a flipped learning approach, while the control group was taught using traditional methods. Data were collected using a researcher-developed achievement test (Cronbach's [alpha] = 0.881) and an attitudes questionnaire (Cronbach's [alpha] = 0.803). The data analysis involved independent-sample t-tests, paired-sample t-tests, and Levene's test for homogeneity of variances. Effect sizes (Cohen's d) were also calculated. Results: Results indicated statistically significant differences in favor of the experimental group in achievement scores (p < 0.05, d = 0.59). Furthermore, students' attitudes significantly improved after exposure to flipped learning (p < 0.001, d = 2.10). Conclusion: The study confirms that flipped learning is an effective instructional approach for improving students' achievement in Arabic grammar and enhancing their attitudes towards learning. Its implementation can foster student-centered learning environments and promote active engagement in language classrooms. Originality/value: This research contributes to the limited literature on the application of flipped learning in Arabic grammar instruction at the secondary level in Jordan, providing empirical support for its pedagogical value.
    • Abstract:
      As Provided
    • Publication Date:
      2025
    • Accession Number:
      EJ1483897