فاعلية استراتيجية الفصول المقلوبة في تنمية التحصيل الرياضي والتفاعل الصفي لدى طلاب الصف الثالث الثانوي
The study aim is to identify the strategic effectiveness of the flipped classroom strategy in developing the mathematical achievement and classroom interaction among third year students of high school. The researcher used the empirical method according to semi-empirical design. The sample of the study consists of 40 students Samtah governor ate of the education directorate at Jazan region. They were randomly selected and divided into two groups: an experimental group (20 students) and control group (20 students). The mathematical achievement test and the classroom interaction observation card. The study reached the following findings: The flipped classroom strategy is effective in developing mathematical achievement for third year of high school students in mathematics, where the study findings showed that there are statistically significant differences at (α ≤ 0.01) between average scores of the experimental and control group in pre- and post-test of the achievement test at its levels (knowledge, application, inference, total score of the test) in favor of the post-test. In addition, there are statistically significant differences at (α ≤ 0.01) between average scores of the experimental and control group students in pre- and post-tests of the achievement test at its levels (knowledge, application, inference, total score of the test) in favor of the experimental group. In addition, the flipped classroom strategy is effective in developing mathematical achievement for third year of high school students in mathematics, where the study findings showed that there are statistically significant differences at (α ≤ 0.01) between average scores of the experimental and control group students in pre- and post-tests of the classroom interaction observation card in favor of the post-test, and there are statistically significant differences at (α ≤ 0.01) between average scores of the experimental and control group students in post-test of the classroom interaction observation card in favor of the experimental group within pre- and post-tests of the classroom interaction observation card. (Published abstract)