Effectiveness of Teaching General Science Course Using Flipped Classroom Strategy in Developing the Cognitive Achievement and Added Scientific Value of the College of Education Students

Abstract

This research study aimed at investigating the effectiveness of teaching the general science course using flipped classroom strategy in developing the cognitive achievement and the added scientific value of the third level students at Special Education Department in the College of Education, King Khalid University. To achieve these objectives, a website of the general science course content, a teacher's manual, a test for assessing the cognitive achievement, and a scale for measuring the added scientific value were conducted. A random sample representing the experimental and the control groups was selected. An experimental group of 20 students studied the selected science subjects utilizing flipped classroom strategy, while the 22 control group students studied the same subjects utilizing the traditional method. Pre-post testing was administrated and data were analyzed. Results revealed the effectiveness of teaching the general science course using flipped classroom strategy in developing the cognitive achievement and added scientific value of College of Education students.