The Effectiveness of the Flipped Classroom Strategy in Acquiring Jurisprudential Concepts by KSA Middle School Students

Abstract

The aim of the current research is to reveal the effectiveness of the flipped class strategy in developing the jurisprudential concepts among Female Intermediate grade students. To achieve that goal, the research question was answered: What is the effectiveness of the flipped classroom strategy in developing the jurisprudential concepts among Female Intermediate grade students?, To answer this question, the following hypothesis was tested: There is no statistically significant difference at the level of significance (α≤ 0.05) between the mean scores of the experimental group students (who studied with the flipped class strategy) and the control group's scores (who studied by the traditional method) in developing jurisprudential concepts.

To achieve this, the research followed the experimental approach with a quasi-experimental design for two equal groups with two measurements (before - after), to know the effect of the flipped class strategy on the development of jurisprudential concepts. The sample consisted of (64) middle school students, and they were divided into two groups. The experimental group, which was studied according to the strategy of the flipped classroom (30 students), and the other was the control group, which studied according to the usual method (34 students). The research tools consisted of an achievement test for the jurisprudential concepts, as well as building experimental treatment materials that include a teacher's guide to the Flipped classroom strategy. The results of the research concluded that there are statistically significant differences between the mean scores of the students of the experimental in testing the concepts of jurisprudence as a whole and its different levels of knowledge in favor of the students of the experimental group. Finally, the research presented a set of recommendations and proposals.