The Effects of the Collaborative Video-Based Flipped Learning Strategy on the Achievements in Arabic Grammar of 10th-Grade Female Students
DOI:
https://doi.org/10.17507/tpls.1408.32Keywords:
strategy, flipped learning, Arabic grammarAbstract
the study aimed to gauge the effect of the collaborative video-based flipped learning strategy on the achievement of tenth-grade female students of Arabic grammar in the Ramtha Education Directorate during the first semester of the 2022/2023 academic year. A 60-question test in Arabic grammar was developed and distributed over three cognitive levels: knowledge, comprehension, and application. The study sample consisted of 60 tenth-grade female students chosen through the available sampling method and divided equally into a control and experimental group (n=30). The former group was taught traditionally and the latter group was taught using the video-based flipped learning strategy. The results showed a statistically significant difference at (α =0.05) between the means of the study sample's performance in both groups at each cognitive level whether separately or collectively attributed to the flipped learning strategy. The study recommended adopting this strategy in teaching Arabic grammar in particular and language skills in general.
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