شبكة المعلومات العربية التربوية

The flipped classroom (FC) is becoming an increasingly popular teaching method in education. However, current FC studies often underutilise conceptual frameworks and pedagogical designs. Moreover, few studies have rigorously evaluated the effectiveness of FC, and even less so in countries where students’ level of mathematics achievement is low. The research presented in this thesis contributes to the existing literature by evaluating the effectiveness of the FC approach in Saudi Arabia with relevant theoretical designs based on empirical principles. The study used a mixed methods approach that involved collection and analysis of quantitative and qualitative data. A total of 281 high school students (5 teachers in 4 different schools) participated in the study lasting 9 weeks. The study examined the impact of FC on students’ mathematics performance and self-efficacy, as well as the perceptions of both students and teachers towards their experience with the FC. Rigorous statistical analysis (i.e., mixed effect models) were used to analyse the quantitative data while acknowledging the clustered nature of the study. The findings showed that students who received the FC instruction had higher self-efficacy but no significant difference in math proficiency was observed. Students’ questionnaires and teacher’ interviews indicated that overall, they had positive attitudes regarding the FC implementation. The qualitative analysis suggests that FC could enhance teaching and learning by offering more time for active learning opportunities, interactions and feedback in the classroom session. In addition, video lectures provide easy access and an effective flexible learning environment for students at home. However, teachers indicated that the FC needed a learner to take responsibility for their learning, better technology infrastructure and professional development training to progress FC implementation in practice. Overall, the research provides insights into the potential impact of FC on student learning and teacher practices for teachers, educators and policymakers in Saudi Arabia and other contexts. (Author’s abstract)