سنجش اثربخشي يادگيري معكوس در درس عربي بر پيشرفت تحصيلي و انگيزش دانش‌آموزان پسر مقطع متوسطه اول

Measuring the effectiveness of the Flipped Classroom Method in Arabic Language Instruction on Academic Achievement an‎d Learning Motivation of Male Lower Secondary School Students

زبان و ادبيات عربي

The Present Study Aimed to Investigate the Effect of the Flipped Classroom Method in Arabic Language Instruction on the Academic Achievement an‎d Learning Motivation of Male Students in Lower Secondary School. Considering the Challenges of Traditional Teaching Methods, Such as Excessive Focus on Direct Content Delivery an‎d Limited Opportunities for Active Learning, the Necessity of Applying Innovative Approaches has become Increasingly Evident. The Flipped Classroom, by Shifting the Role of Class an‎d Home, Provides Opportunities for Initial Content Processing outside the Classroom an‎d Dedicates Classroom Time to Practice, Interaction, an‎d Problem-Solving. The Research Employed a Quasi-Experimental Design with a Pre-Test–Post-Test Control Group. The Statistical Population Consisted of All Male Lower Secondary School Students in the Miyankouh Region, selec‎ted Through Multi-Stage Cluster Sampling. The Sample Included 60 Students (30 in the Experimental Group an‎d 30 in the Control Group). Data Collection Instruments were the Fham & Taylor Academic Achievement Questionnaire an‎d the Harter Learning Motivation Questionnaire, Both of Which have been Validated in Previous Studies. Data were Analyzed Using Independent T-Tests an‎d Analysis of Covariance (ANCOVA). Findings Revealed that the Flipped Classroom Method had a Significant Effect on Students’ Academic Achievement; the Mean Post-Test Scores of the Experimental Group were Considerably Higher than those of the Control Group. Results also Indicated that the Flipped Classroom had a Positive an‎d Significant Impact on Students’ Learning Motivation; Participants in the Experimental Group Demonstrated Greater Intrinsic Motivation an‎d Classroom Engagement After the Intervention. Complementary Analysis Further Showed that the Effect of the Flipped Classroom was Stronger in Ninth-Grade Students Compared to Seventh an‎d Eighth Grades, an‎d a Positive, Significant Correlation was Found between Motivation an‎d Academic Achievement. In Conclusion, the Flipped Classroom can be Considered an Effective Instructional Approach in Teaching Arabic, Simultaneously Enhancing Students’ Academic Performance an‎d Learning Motivation. These Findings are Consistent with a Wide Range of Previous Research an‎d Suggest that Implementing this Method can Contribute to Improving the Quality of Education in Iranian Schools.

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