أثر استخدام استراتيجية الصف المقلوب في التحصيل في مادة العلوم الحياتية لدى طلاب الصف العاشر الأساسي في ضوء نمطهم المعرفي
This study aimed to investigate the effect of using the flipped classroom strategy on achievement in Biology subject for tenth grade students in the light of their cognitive style. To achieve the objectives of the study, the study followed a quasi-experimental design. The subjects of the study sample were chosen purposefully from Al-Maqrizi School for Boys affiliated to the second Zarqa Education Directorate, and they were randomly assigned to two groups: An experimental group, which was taught according to the flipped classroom strategy, and included (29) students, and the other, a control group, which was taught according to the traditional method, and included (29) students also. Two tools were used for the study: an achievement test in the biology subject, and a cognitive style scale (impulsive and reflective). Two-way ANCOVA analysis with a design (2*2) was used to answer the study questions and test its null hypotheses. The results of the study showed that there was a statistically significant difference at the significance level α = 0.05 between the mean scores of the two groups (experimental and control) in the post achievement test in the Biology subject in favor of the experimental group, also results showed that there wasn’t a statistically significant difference between the average degrees of achievement in Biology subject for tenth graders is attributed to the cognitive pattern (impulsive and reflective). The results also showed that there wasn’t a significant effect on the achievement of biology among the tenth graders attributed to the interaction between the instructional strategy on the one hand and the cognitive style on the other hand. In the light of these results, the study recommended to use the flipped classroom strategy because for its impact on achievement in Biology subject. (Author’s abstract)