شبكة المعلومات العربية التربوية

The present study aimed to investigate the impact of using flipped learning strategy on developing cognitive achievement among female students attending the undergraduate methods of teaching art course at Umm Al-Qura University. In this study, a pretest posttest quasi-experimental method was applied to a sample of (56) female students. They were divided to an experimental group and a control group. The experimental group contained (28) students who studied the course with the flipped learning strategy while the control group contained (28) students who studied the course in the normal lecture method for the first semester of the academic year 1438-1439 h. The course materials (lectures, videos and on-of-line leaning activities) were presented for the experimental group through the e-learning site of the course using both synchronous and asynchronous tools. The student’s cognitive achievement was measured by the cognitive achievement test. The obtained data was analyzed by an independent sample t-test, eta squared effect size, and black modified gain ratio using SPSS program. The results revealed that there were statistically significant differences at a level of significance less than (0.01) with a large effect size on the student’s test scores average of post cognitive achievement test, related to each of (memory, understanding, and application) and all cognitive levels in the favor of the experimental group. The result showed the effectiveness of the flipped learning strategy on the cognitive achievement of the students of the teaching methods of art education course in the Department of Art Education at Umm Al-Qura University. (Published abstract)