The effectiveness of using the flipped class learning strategy on the achievement and linguistic self-concept among 9th grade students in public schools at Jerash Governorate


Monther Alogiliy

The aim of this study was to investigate the effect of using the Flipped class learning strategy on the achievement of the ninth grade students and their linguistic self-concept in Jarash governorate. The study attempted to answer the following main question: What is the impact of the use of the Flipped class learning strategy on students' achievement in English language and on the linguistic selfconcept among the ninth grade students in Jerash governorate? In order to answer the study question and test its hypotheses, the semi-experimental design was used. The study was applied to a sample consisting of (86) students from the ninth grade students. They were divided into two groups, experimental: consisted of (38) students who were taught using the Flipped learning strategy, and control group (48) students were taught the same course using the Normal way during the second semester of 2017/2018. The researcher prepared a guide to teach English language according to the Flipped learning strategy, in which the researcher used the teaching of the experimental group, according to the Strategy. A post achievement test was also used to measure the students' achievement of the material they studied, in addition to the linguistic self-concept scale which was applied before and after the treatment, the validity of the tools was verified by judging them by the arbitrators, and the calculation of their reliability through the equation Kronbach Alpha, where the reliability coefficient of the achievement test was (0.92) and for the linguistic self-concept was (0.76). The results of the study were statically significant at (α=0.05) based on the post achievement test, and the linguistic self- concept scale of the ninth grade students, in favor of the experimental group who used the flipped learning strategy to learn English language. Based on the results of the study, the researcher recommended activating using the flipped learning strategy in teaching different subjects in English language, as well as the possibility of using it for different courses and different stages of education.


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