تنمية بعض المفاهيم النحوية المرتبطة بالجملة الاسمية لدى تلاميذ الصف السادس الابتدائي باستخدام إستراتيجية الصف المعکوس

Background: Anatomy education has traditionally relied on didactic lectures, but innovative approaches such as the flipped classroom are increasingly being explored to promote active learning, engagement, and deeper understanding. Objective: To evaluate the effectiveness of the flipped classroom compared to traditional lectures in teaching histology to first-year MBBS students. Methods: A quasi-experimental crossover study was conducted among 150 first-year MBBS students. Two histology topics (stomach and small intestine) were taught using the flipped classroom and didactic lecture methods. Pre-test, mid-test, and post-test scores were recorded using multiple-choice questionnaires. Group A initially underwent flipped classroom teaching, and Group B didactic lectures for Topic 1, followed by crossover for Topic 2. Statistical analysis was performed using paired and independent t-tests. Results: The participants comprised 150 first-year MBBS students (52% female; mean age 19.4 ± 0.8 years). Both teaching methods significantly improved student performance. Didactic lectures showed greater short-term gains (mean post-test = 9.48 ± 1.33 vs. 8.92 ± 1.73; p < 0.05). The flipped classroom group demonstrated a steady incremental improvement from pre-test (6.98 ± 1.94) to mid-test (7.25 ± 2.17) and post-test (8.92 ± 1.73), confirming progressive learning and retention (p < 0.001). Conclusion: Didactic lectures remain effective for achieving rapid short-term learning gains, whereas the flipped classroom fosters gradual improvement, learner autonomy, and deeper engagement. Recommendations: A blended, context-sensitive approach integrating both lectures and flipped classroom strategies is recommended to optimize learning outcomes in anatomy education. Future studies should assess long-term knowledge retention, adaptability, and the role of technology-enabled blended models across diverse medical curricula.

In the 21st century, Business Management students are becoming increasingly aware of the economic, technological, societal and global market dynamics shaping their fields. In response, educators must adapt to these evolving needs to effectively meet the demands of modern learners. Traditional teaching methods must be updated to foster the higher-order skills that are in high demand by employers. To engage students and cultivate these critical skills, a variety of pedagogical strategies are being implemented. One such strategy is the flipped classroom, which emphasizes application-based learning and active student participation, promoting higher-order thinking skills through a blended learning approach. This study seeks to assess the applicability of the flipped classroom strategy in Business Management classrooms in Bangladesh, ensuring alignment with the country's university curriculum. The research primarily draws on secondary data from various literature sources to explore both the significance and challenges of implementing the flipped classroom approach in Business Management education in Bangladesh. A critical evaluation of current practices highlights their limitations and underscores the potential of the flipped classroom in fostering higher-order thinking skills. Additionally, the study presents a lesson plan, and rubrics developed based on the flipped classroom model, informed by the existing literature. The research also identifies potential challenges to implementation and explores how the flipped classroom strategy can support the development of higher-order skills among students. It is anticipated that this study will benefit tutors, academic institutions, education policymakers and administrators in Bangladesh by offering insights and strategies to enhance the employability skills of Business Management graduates.

This study aimed at investigating the effectiveness of using flipped classroom model on learning English as a foreign language and students’ attitudes towards flipped classroom. The sample of study consisted of 31 students at Faculty of Arts, Misurata University. The participants were divided into two groups: 16 students for the experimental group and 15 students for the control group. The data collection tools used in this study were an EFL (English as a Foreign Language) test and a questionnaire to explore students’ attitudes towards flipped classroom. Participants in both groups were pre-tested using the EFL test before the experiment. Then, the experimental group was taught using flipped classroom strategy while the control group was taught using the traditional teaching method. After the experiment, students in both groups were post-tested using the EFL test while the questionnaire was administered to the students of the experimental group only. The results of the study showed that applying the strategy of the flipped classroom had a significant effect in increasing the students’ performances in learning English. The questionnaire responses showed positive attitudes regarding the use of flipped teaching.

With the development of pedagogical innovation, the flipped classroom is one of the most effective, innovative, and student-centered teaching strategies of our time that reduce the limitations of traditional transmission strategies of education. In the flipped classroom, students accessed instructional content and course reading at home via videos, whereas class time was dedicated to interactive learning activities, problem-solving exercises, and discussions guided by the teacher. This approach shifts the typical lecture-to-homework sequence, allowing for more interactive and engaged learning in class. Our study aims to evaluate the impact of the flipped classroom on improving the comprehension of genetics and student performance. To this end, we conducted a descriptive experiment from a quantitative perspective. Two different study groups were formed: a control group following a traditional teaching approach which involved in-class lectures followed by homework assignments, and an experimental group using the flipped classroom strategy. This approach allowed us to compare the impact of the flipped classroom methodology against traditional teaching methods. The study collected pre-test and post-test data to evaluate comprehension and performance improvements. The data from this study were analyzed using descriptive statistics and t tests to compare the results of the control and experimental groups and to draw conclusions based on numerical evidence. The results show that students in the experimental group achieved better posttest scores and developed their cognitive abilities than those in the control group. The difference between the standardized learning gains of the two groups was statistically highly significant. This research demonstrates the positive effects of the flipped classroom on the development of learners' cognitive abilities, a strategy centered on learners' needs, and an appropriate integration of technologies.

Flipped classroom is a student-centered method which provides instructional material prior to the class, while during class time, students involve in active learning. This study aimed at investigating the effectiveness of the implementation of flipped classroom, among undergraduate students in a first year mathematic subject in a Peruvian university. The structure of this implementation included videos and lecture notes related to calculus concepts such as limits and derivatives of functions of a real variable, in addition, there were supplied calculus solved problems and questionnaires online. A quasiexperimental study was carried out with an experimental group with the flipped classroom strategy and a control group with a traditional class model (25 experimental, 27 control). The findings revealed a statistically significant difference in calculus concepts skills grades between these two groups of students. Students from flipped classroom achieved significantly higher calculus assessments scores in comparison to traditional class.

For the teaching of traditional Chinese culture in universities, fully utilizing existing resources for innovation is crucial to its teaching effectiveness. Hence, this study advocates for the utilization of information technology and the flipped classroom methodology in university-level traditional Chinese culture education. By thoroughly examining the fundamental goals of teaching traditional Chinese culture at universities, this paper suggests employing information technology to develop diverse educational scenarios. These scenarios encompass generating cultural contexts, simulating cultural experiences, enhancing interactive exchanges, and broadening the scope of educational materials, all aimed at enriching the pedagogical approach to traditional Chinese culture. In the stage of designing flipped classrooms for traditional Chinese culture teaching in universities, the ARCS theory was introduced. Guided by attention motivation, association motivation, confidence motivation, and satisfaction motivation, research was conducted on course content design, teaching methods and means, learning experience, feedback, and evaluation. Through the integrated application of information technology and flipped classroom strategies, our objective is to diversify the pedagogical approaches for traditional culture. This initiative is designed to boost students' comprehension and learning outcomes regarding traditional culture, foster their enthusiasm and knowledge depth in traditional Chinese cultural studies, and encourage the preservation and evolution of traditional cultural heritage.

In this study, a flipped classroom strategy was integrated into a comparative experiment to report on the performance of classical Chinese learning in two learning scenarios, using both game-based and animated story materials or only animated story materials as pre-course preview supports. A total of 75 senior high school students participated in the experiment. Overall, the findings showed that integrating e-learning materials with physical activities fostered flipped classroom learning, and learners had a deep impression of the targeted classical Chinese. The use of the game-based learning materials for preview triggered the students, especially the low-achievement students, to become active learners. It was found that the game-based learning materials helped the students to have a whole view of the article quickly, so it would be beneficial to provide learners with game-based learning materials at the beginning of introducing new classical Chinese units to arouse their learning motivation. Meanwhile, the animated-story materials were helpful for enhancing learners’ concepts of important classical Chinese sentences and wording, and could be provided to learners according to the schedule of the course. The issues of how to run a flipped classroom with e-learning materials and further research directions are also discussed.

Background: The flipped classroom is considered an initial path to introduce blended learning; however, studies on this strategy are incipient in the discipline of Human Anatomy. Objective: To analyse the impact of the flipped classroom on the performance of Human Anatomy students in health courses and their perceptions regarding the learning process. Design: It is characterised as a mixed approach case study. Setting and Participants: Two groups of Human Anatomy students from courses in the health area of a university in the metropolitan region of Porto Alegre/RS. Data collection and analysis: Flipped classes were held, with digital hypertexts as prior material and application activities in the face-to-face stage. Data were collected by questionnaires and analysed by the scores of answers and McNemar's statistical test (quantitative) and by content analysis (qualitative). Results: The results showed statistical significance in the dichotomous questions in relation to performance. As for the perceptions, there was agreement on the aid of the flipped classroom for learning in the two groups. It was also observed that the perceptions regarding the understanding of the content became more satisfactory as the classes evolved. Conclusions: The flipped classroom was presented as a potential strategy in teaching and learning in the subject matter of human anatomy in the investigated context.

Purpose This study aimed to evaluate the effectiveness of a domain-specific hybrid teaching model for the undergraduate Electric and Hybrid Vehicles course. The model integrates traditional lectures, flipped classroom strategies, and project-based learning to improve student engagement, learning outcomes, and practical application skills. It also examines the potential of AI-based predictive analytics in monitoring and enhancing student performance. The broader purpose is to align teaching methods with NBA and ABET accreditation standards and explore opportunities for scalable implementation in engineering education. Design/methodology/approach A quasi-experimental mixed-methods design was used. The experimental group (n = 30) was taught using the hybrid model comprising traditional lectures (20%), flipped classroom strategies (50%), and project-based learning (30%). The control group (n = 30) received conventional instruction. Pre- and post-test scores measured knowledge gain, while project outcomes assessed practical learning. Student engagement was predicted using an AI-driven decision tree classifier trained on Moodle activity data. Quantitative analysis was supported with qualitative feedback to assess satisfaction levels and perceived learning improvements. Findings The experimental group demonstrated a 41.67% improvement in post-test scores compared to a 20.69% gain for the control group, with large effect sizes indicating strong impact. The AI-driven classifier achieved 87% accuracy in predicting student engagement, enabling targeted interventions for at-risk learners. Student satisfaction levels were high at 88%, and project outcomes showed marked improvement in creativity, technical quality, and teamwork. These findings confirm the hybrid model's effectiveness in enhancing conceptual understanding, practical application, and learner engagement beyond what conventional teaching methods deliver. Research limitations/implications The study was conducted with a relatively small sample size (n = 60) from a single institution, which may limit generalizability. The focus was restricted to one specialized course, so further research is required to validate the model across multiple domains and disciplines. Long-term retention of knowledge and transferability to professional contexts were not measured. Future studies could expand the sample, apply advanced AI methods for predictive analytics, and investigate scalability in diverse institutional settings. These findings imply the potential for hybrid pedagogy and AI-based learning analytics in engineering education. Practical implications The hybrid model provides engineering educators with a structured, evidence-based teaching approach that enhances both theoretical knowledge and applied skills. The integration of AI-driven engagement monitoring enables proactive support for students, reducing dropout risks and improving academic outcomes. Institutions can adopt this framework to align with NBA and ABET accreditation requirements while improving student readiness for industry challenges. The approach is scalable, making it feasible for wider implementation across technical courses. Project-based components foster innovation, teamwork, and problem-solving skills, directly benefiting professional preparedness. Social implications By enhancing engineering education quality C, the hybrid model contributes To Producing More industry-ready graduates who are skilled in emerging areas like Electric and Hybrid Vehicles. The integration of AI for learning analytics demonstrates how technology can personalize education and support equity by identifying and assisting struggling learners early. Improved student satisfaction and engagement can foster a culture of lifelong learning. Broader adoption of such models can strengthen the technical workforce C contributing to sustainable mobility solutions and addressing global challenges in clean energy and transportation. Originality/value This study is among the first to design and test a domain-specific hybrid teaching model in Electric and Hybrid Vehicle education, combining flipped classroom, project-based learning, and lectures in a structured ratio. The integration of AI-driven predictive analytics adds a novel dimension by enabling personalized interventions based on student engagement data. The research provides empirical evidence of significant learning gains, improved project outcomes, and alignment with international accreditation standards. Its value lies in demonstrating a scalable, replicable, and innovative framework for modern engineering education.

The present study explored the effectiveness of presenting a stroke accident training program in three one-hour classes using a flipped classroom approach to traditional classroom teaching to third-year nursing students during their neurological clinical rotation. A quasi-experimental pretest and post-test study is designed to test the flipped classroom's effectiveness in improving learning outcomes. In so doing, eighty diploma nursing and midwifery students in the third-year clinical nursing program were selected from a medical college as the study participants. They were randomly assigned as the control and experimental groups, with 40 and 40 students. During the one-month training program, the control group (the non-flipped classroom) was taught using the traditional teaching method. In contrast, the experimental group (the flipped classroom) was taught in a flipped learning mode. The flipped sessions comprised pre-recorded lectures, online quizzes, and in-class group activities in the course design. Data were collected through a student questionnaire and a knowledge and skill test. Overall, the flipped classroom students did significantly better in learning performance (knowledge and skills), critical thinking and reported higher learning satisfaction (p&lt;0.05). It was concluded that flipped classrooms can positively impact multiple factors within the clinical setting. Being better prepared will help newly graduated nurses care for not just stroke patients but for all patients requiring complex care.

This paper examined the flippedclassroom strategy as a method in the teaching-learning process in the Nigerian educational system. Issues, problems and the prospectsof flipped classroom strategy on junior secondary school students’ performance was also examined in science class specifically. The study adopted a quasi-experimental pre-test, post-test, control group design. Four null hypotheses were generated and tested at 0.05 level of significance. The sample consisted of 120 junior secondary school II Basic Science students selected through multistage random sampling technique. The instrument that was used for the study was Basic Science Achievement Test (BSAT). It is a self-designed instrument that consisted of information on bio-data of the respondents and 40 multiple-choice items. The data were analyzed using inferential statistics of t-test. The study found out that there was a significant difference between the posttest means scores of students exposed to flipped classroom strategy and conventional strategies. It was also revealed in the study that there was no significant difference between the posttest means scores of male and female students exposed to flipped classroom strategy and conventional strategies. Based on this finding, it was recommended among other things that the Nigerian government should organize a seminar among the teachers in secondary schools in each state on the effective use of flipped classroom strategy in their various classes to enhance performance. Keywords - Flipped classroom strategy, Performance, issues, prospects, educational system DOI : 10.7176/JEP/10-20-06 Publication date :July 31 st 2019

The educational process requires the use of modern teaching strategies and methods, and one of these strategies is the flipped classroom strategy. Therefore, the study aimed to identify the effect of using the flipped classroom strategy on learning some basic tennis skills among students, as well as to determine the superiority of its effect compared with the traditional method of instruction in learning certain basic tennis skills. The researchers employed an experimental method using equivalent-groups design with pre- and post-tests, due to its suitability for the nature of the research problem. The application was conducted on a randomly selected sample of third-year students from the College of Physical Education and Sports Sciences at Al-Qasim Green University for the academic year 2024-2025, totaling 60 students. The sample was divided into two groups: an experimental group and a control group, with 30 students in each group. The flipped classroom strategy was applied to the experimental group, while the traditional method (explanation and demonstration) was applied to the control group for learning selected basic tennis skills. Homogeneity and equivalence between the two groups were established in the variables of height, weight, age, accuracy, and technical performance of tennis skills. Pre-tests were conducted after two introductory instructional units within the curriculum. The instructional program lasted 12 units for each method over six weeks, at a rate of two sessions per week, with each session lasting 90 minutes. After completing the program, post-tests were administered. The researchers used statistical methods to obtain the results, including the arithmetic mean, standard deviation, correlation coefficient, Pearson’s correlation coefficient (r), t-test, F-test, and the improvement percentage formula. The researchers concluded that the experimental group, which was taught using the flipped classroom strategy, outperformed the control group, which relied on the explanation and demonstration method, in learning certain basic tennis skills. The results also indicated that employing the flipped classroom strategy facilitated the use of educational tools and devices that helped students acquire the targeted skills more effectively. Based on these findings, the researchers recommend adopting the flipped classroom strategy as an effective teaching approach in the College of Physical Education and Sports Sciences, given its role in enhancing students’ self-directed learning tendencies at Al-Qasim Green University and improving their competence in acquiring practical skills related to their specialization across all academic stages, enabling them to better understand how their thinking processes and learning capacities function and how to further develop these abilities.

Self-regulated learning plays a huge role in self-regulated learning. Self-regulated behavior of learners with self-regulated learning ability has spontaneity, freedom and self and other features. This article describes self-regulated learning can play in the flipped classroom and three self-regulated learning mode: teachers guide learning, cooperative learning and parents to participate in group learning. In order to better cultivate students' self-regulated learning ability, improve the self-regulated learning efficiency of the students in flipped classroom.

The article is devoted to the methodological aspects of developing personal protective equipment (PPE) skills while teaching health and safety and substantiating effective engagement of senior high school students in practical activities in this area using a flipped learning model. In the current context, large-scale works to save the environment of the Earth carried out as part of the disarmament policy, elimination of nuclear and chemical weapon can lead to accidents and incidents with emission of chemically hazardous and radioactive substances that can be harmful to human life and health. The aim is to study the development of PPE skills using a flipped classroom while teaching health and safety. The article presents an analysis of key indicators showing the flipped classroom strategy efficiency. We considered the general issues of preparing school students for survival in the face of anthropogenic hazards and developing the personality able to behave safely. We substantiated the necessity to spend, during health and safety lessons, more time on practical teaching methods that will develop students’ PPE skills more effectively. We offered the approaches to teaching health and safety, proved the flipped classroom strategy efficiency.

The current research aims to identify the effect of using the inverted class strategy on the achievement of fifth-grade literary students in the subject of Geography and developing their geographical sense. Two groups have been chosen from the fifth literary class in Al-Zuhour Secondary School for Boys affiliated to the General Directorate of Education in Nineveh. The first group (experimental) that taught according to (the strategy of the flipped classroom), of (21) students. And a second group (control) who taught by the traditional method. The number of students reached (20). Thus, the current study sample will be (41) students. The equivalence between the two groups was made in the variables (age, previous knowledge, intelligence quotient). To achieve the objectives of the study, the researcher prepared an achievement test consists of (35) items. And prepared the Geographical Sense Scale, consists of (54) items. They were verified and validated. The data were processed statistically by using the Mann-Whitney equation program with the Spss pacage. The researcher used the discrimination equation, effectiveness of alternatives, difficulty and Pearson correlation coefficient. The results of the study showed that there were statistically significant differences between the mean scores of the two groups in the achievement test and the geographical sense scale in favor of the experimental group.