The Effectiveness of Flipped Learning in Developing Current and Postponed Achievement among Students of the Study Skills Course at the University of Jordan

Abstract

The present study aimed to identify the effectiveness of the flipped learning in developing the current and postponed achievement among students of the Study Skills course at the University of Jordan. The study sample consisted of (49) female students of educational sciences students, enrolled in the Study Skills at course at the University of Jordan in 2017/2018. The study sample was divided into two groups by the purposive sampling method. The first group (the experimental group) consisted of (23) students who studied using the flipped learning, while the second group (the control group) consisted of (26) students who studied using the traditional method. To achieve the objectives of the study, the semi-experimental method was used and a test of 15 items was developed and checked for its validity and reliability. It was used to measure the current and postponed achievement.  The results of the study showed statistically significant differences at (α ≤ 0.05) level in the development of the current achievement of the subjects of Study Skills between the experimental and control groups  in favor of the experimental group. In addition, there were statistically significant differences at (α≤ 0.05) in the postponed achievement of the subjects of Study Skills between the experimental and control groups in favor of the experimental group.

Keywords: flipped learning, current achievement, postponed achievement, study skills.