شبكة المعلومات العربية التربوية

The current research aimed to identify the effect of flipped classroom strategy on developing achievement, high order thinking skills and mathematics learning engagement of first year secondary female students in Asir region. The research utilized quasi-experimental design of two experimental and control groups with pre-and- post-test. The study sample consisted of 61 female students at the first-year secondary school. The research results revealed that there was a statistically significant difference at (0.05) level between mean scores of the experimental and control groups in the achievement test favoring the experimental group female students. There was a statistically significant difference at (0.05) level between the overall experimental and control groups mean scores of the high order thinking skills test and its sub-components (analysis skill - synthesis skill - interpretation skill) favoring the experimental group. There was a statistically significant difference at (0.05) level between the overall experimental and control groups mean scores in mathematics learning engagement scale and its sub-components (learning enjoyment - activity participating - curiosity) favoring the experimental group. In the light of the previous results, some suggestions and recommendations were given. (Published abstract)