The Impact of Flipped Learning on Secondary Students' Achievement in Arabic Grammar and Their Attitudes: An Experimental Study in Jordan

Background/purpose. This study aimed to examine the effect of flipped learning on secondary school students’ achievement in Arabic grammar and their attitudes towards its implementation in Jordan.

Materials/methods. A quasi-experimental design was employed, with a sample of 63 seventh-grade students divided into two groups: experimental (n = 32) and control (n = 31). The experimental group received instruction through a flipped learning approach, while the control group was taught using traditional methods. Data were collected using a researcher-developed achievement test (Cronbach's α = 0.881) and an attitudes questionnaire (Cronbach's α = 0.803). The data analysis involved independent-sample t-tests, paired-sample t-tests, and Levene’s test for homogeneity of variances. Effect sizes (Cohen’s d) were also calculated.

Results. Results indicated statistically significant differences in favor of the experimental group in achievement scores (p < 0.05, d = 0.59). Furthermore, students’ attitudes significantly improved after exposure to flipped learning (p < 0.001, d = 2.10).

Conclusion. The study confirms that flipped learning is an effective instructional approach for improving students' achievement in Arabic grammar and enhancing their attitudes towards learning. Its implementation can foster student-centered learning environments and promote active engagement in language classrooms.

Originality/value. This research contributes to the limited literature on the application of flipped learning in Arabic grammar instruction at the secondary level in Jordan, providing empirical support for its pedagogical value.

Keywords: Achievement, Flipped Learning, Empact, Attitudes, Secondary stage, grammar, Arabic language.

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