The Effect of Using Flipped Learning Strategy in Developing Reflective Thinking Skills

Tahani  Al-Katheri; Muhannad  Al-Shboul

doi:10.35516/hum.v50i1.4438

Authors

Tahani Al-Katheri School of Educational Sciences, The University of Jordan, Amman, Jordan
Muhannad Al-Shboul School of Educational Sciences, The University of Jordan, Amman, Jordan

DOI:

https://doi.org/10.35516/hum.v50i1.4438

Keywords:

Flipped learning, reflective thinking, strategy

Abstract

This study aimed at examining the effect of using flipped learning strategy in developing reflective thinking skills. The study used a quasi-experimental design. The experimental group studied using the flipped learning strategy, while the control group studied using the conventional learning strategy. A sample of (49) students was selected and randomly divided into experimental (24 students) and control (25 students) groups. The University of Jordan School was intentionally selected for its willingness to offer aid and apply the experiment of the study. To achieve the objectives of the study, a reflective thinking skills scale was developed by the researchers to measure the effect of using flipped learning strategy on the reflective thinking skills of the study sample. The results of the study showed statistically significant differences between the two groups' performance on the reflective thinking skills scale due to the teaching strategy in favor of the experimental group, which was taught using the flipped learning strategy. In light of the findings of the study, the researchers offered a number of recommendations.

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