شبكة المعلومات العربية التربوية

The current study aimed at recognizing the effectiveness of using flipped classroom strategy on developing mathematics deep understanding skills and learning independence among first year secondary female students and studying the correlation relationship type between developing mathematics deep understanding skills and learning independence among those students. The participants of the study consisted of (84) female students from two schools of secondary schools for girls in Riyadh city, kingdom Saudi Arabia, they were divided into two equivalent groups. One experimental group (42) female students studied a content study (Quadratic shapes and similarities) of mathematics curriculum (2) using flipped classroom strategy, the other control group (42) female students studied the same content using the traditional method of teaching. The study revealed some results among them the following: 1) There was a statistically significant difference at (α≤0.01) level between the mean scores of the experimental and control groups' female students in overall mathematics deep understanding skills and its sub- components (conductive thinking- making decision interpretation skill - asking questions) each in favor of the experimental group female students. 2) There was a statistically significant difference at (α≤0.01) level between the mean scores of the experimental and control groups' female students in overall learning independence scale and its subcomponents (planning learning process - implementing learning process - evaluating learning process) each in favor of the experimental group female students. 3) There was a statistically significant difference at (α≤0.01) level between mathematics deep understanding skills and learning independence among first year secondary female students. In the light of these results some suggestions and recommendations were given. (Published abstract)