شبكة المعلومات العربية التربوية

The study aimed to identify the effectiveness of the flipped classroom model in achieving and accomplishing the levels of Bloom’s revised taxonomy of the cognitive domain; in addition to the effectiveness for the flipping the learning tasks towards the educational attainment for the biology course of eleventh grade. The Semi-experimental design was used on a sample consisted of (38) female students from the scientific division of the eleventh grade. To achieve the objectives of study, achievement test was made covered (30) questions measuring the levels of Bloom’s revised taxonomy. One of the most prominent results obtained is that learning in the flipped classrooms has a positive impact on educational achievement. Furthermore, the results demonstrated that there were statistical significant differences exist among the mean scores in the cognitive domain of the levels of remembering and analyzing, which were attributed to the group members who were taught within the flipped classroom model. Also, the results showed that there were no statistical significant differences exist regarding the mean scores in the achievement test in the cognitive domain related to the levels of understanding, applying, evaluating and creating. Based upon the results, several recommendations were proposed which could be helpful to those interested in the field of flipped classroom. (Published Abstract)