The effect of the flipped classroom strategy on the achievement of teaching methods and the development of mental capacity among female students of the College of Education for Girls

Abstract

The current research aims to identify the effect of using the flipped classroom strategy on the mental capacity of the third stage students in the Department of Educational and Psychological Sciences in the College of Education for Girls, where the sample consisted of (97) students of the third stage, and they were divided randomly into two groups. The experimental group consisted of ( 30) and Control (30) and the researcher conducted equivalence for chronological age and mental capacity, and the researcher used the mental capacity test (Ithar Abdul Mohsen Al-Mayahi)

The research objectives were:

1- Identifying the effect of the flipped classroom strategy on developing the mental capacity of the third stage students in the College of Education for Girls.

The researcher provided the students of the experimental group with videos and audio clips to explain the vocabulary of the teaching methods material in order for the student to study it at home and understand the material through it. As for the control group, it studied in the traditional way and at the end of the research, a post-test of mental capacity was done on the two groups, and the results were collected and analyzed statistically. to me:

- The existence of statistically significant differences between the experimental and control group in the variable of mental capacity in favor of the experimental group.

1-The most important conclusions: Teaching by using the flipped classroom strategy and the various educational activities that it contains gave the student a positive role in the educational process, and it harmonized with the students ’preferences and the nature of the subject, and a state of competition and enthusiasm was generated among the students, which led to an increase in class interaction.2-The most important recommendations: Establish training programs and workshops to train faculty members on how to use modern strategies and not be limited to teaching methods that depend on memorization and indoctrination.