The effectiveness of the flipped classroom strategy in developing conceptual understanding among female students First year of secondary school in chemistry

Abstract

This study aimed to determine the effectiveness of the flipped classroom strategy in developing the conceptual understanding of female first year secondary students in chemistry. The experimental method was used to answer the question of the study, in which (64) female students from secondary school 116 courses in eastern Riyadh participated. They were distributed into two groups; An experimental group of (32) students studied using the flipped classroom strategy, and a control group of (32) students studied using the traditional method. The study tool was the conceptual understanding test, which was applied to the two research groups, before and after. The results showed the effectiveness of the flipped classroom strategy in developing the conceptual understanding of chemical concepts among the students of the experimental group. The two researchers recommended supporting and encouraging male and female teachers to use the available technical resources and develop their attitudes towards them in order to help them implement the flipped classroom strategy to develop conceptual understanding in chemistry courses and the different thinking skills of male and female students.