The Effect of Flipped Learning on the Seventh Grade Students' Achievement and Creative Thinking in Science

Abstract

This study aimed at investigating the effect of using Flipped Learning on the seventh grade students' achievement and creative thinking in science.In order to achieve the study objective, a purposive sample was selected, consisting of (57) of male and female students of seventh grades who were then distributed randomly into two sections of two seventh grade primary schools affiliated to the Directorate of Private Education of Amman. The first section represented the experimental group, consisting of (30) students who were taught science using the flipped learning strategy; and the second one represented the control group, consisting of (27) students who were taught science by using the traditional method.

To answer the research questions, the following tools were developed and adopted:

Achievement test: it consisted of (29) items of multiple - choice type.

Creative thinking test: it was based on Verbal Torrance Tests of Creative Thinking (Form A). It consisted of six sub-tests all of which measured the three main skills: fluency, flexibility and originality. These tools were checked and verified for their validity and reliability. The results of the study revealed that:

There were statistically significant differences at (α = 0.05) between means of the Seventh Grade students’ scores in the achievement test, in favor of the experimental group.

There were statistically significant differences at (α = 0.05) between means of the Seventh Grade students’ scores in the creative thinking test, in favor of the experimental group.

Keywords: Flipped Learning, Academic achievement, Creative thinking.