The Effectiveness of Using the Flipped Learning Strategy in Cognitive Achievement and Developing the Skills of Using Some Educational Websites Among Students of The Department of Special Education, College of Education, Salah Al-Din University

Abstract

The current research aims to identify the effectiveness of using the flipped learning strategy on cognitive achievement and developing the skills of using some educational sites among third-stage students in the Department of Special Education in the College of Education at the University of Salahuddin. To achieve the objectives, two null hypotheses were formulated and the researchers followed the experimental method and designed two equivalent groups with a pre-post test. The research community consisted of third-stage students in the Department of Special Education in the College of Education - University of Salahuddin. The research sample included (40) male and female students and they were distributed randomly after the equivalence procedures into two experimental and control groups with (20) students. A female student in each of the two groups, as the experimental group studied using the flipped learning strategy and the control group studied in the usual way, and the research tool consisted of building two research tools represented in building an achievement test that was built by the researchers to measure the cognitive achievement of the research sample. The questions were distributed according to Bloom's cognitive levels (remembering, understanding, application). Its validity was verified by presenting it to a group of arbitrators and specialists, and the coefficient was extracted. Difficulty, ease, discriminatory power and effectiveness of alternatives for the paragraphs, and its reliability coefficient was extracted using the (Alpha-Cronbach-Alfa) equation for reliability and its value reached (91.0), and the test in its final form became composed of (25) paragraphs, and the construction of the observation card was built by the researchers to measure the skill aspect and consisted of eight main skills with a total of (40) sub-skills for the research sample where the tool was available The study indicated appropriate validity and reliability, and the data were analyzed using the Statistical Package for the Social Sciences (SPSS) program. The research hypotheses were verified using: arithmetic averages, t-test for two independent samples, and Eta square to measure the effect size of the independent variable. The results showed statistically significant differences in the cognitive and skill aspects of the application between the average scores of the experimental and control groups in the post-test in favor of the experimental group. In light of the results, the researchers presented a number of recommendations and future proposals.