A Study on the Impact of Flipped Classroom Strategy on Improving Reading Comprehension among Primary School Pupils

Authors

  • Rommel AlAli

    The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia
  • Omayya Al-Hassan

    Child Education Department, The Hashemite University, Zarqa 13133, Jordan
  • Ali Al-Barakat

    1. Department of Education, University of Sharjah, Sharjah 27272 , United Arab Emirates ; 2. Faculty of Educational Sciences, Yarmouk University, Irbid 21163, Jordan
  • Bushra Alakashee

    Department of Education, University of Sharjah, Sharjah 27272 , United Arab Emirates
  • Eid Kanaan

    Department of Education, University of Sharjah, Sharjah 27272 , United Arab Emirates
  • Mohammad Alqatawna

    The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia
  • Ashraf Zaher

    The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia
  • Shoeb Saleh

    The National Research Center for Giftedness and Creativity, King Faisal University, Al-Ahsa 31982, Saudi Arabia

DOI:

https://doi.org/10.30564/fls.v6i6.7450
Received: 25 August 2024 | Revised: 3 October 2024 | Accepted: 23 October 2024 | Published Online: 13 December 2024

Abstract

This research focused on comparing the effectiveness of the flipped classroom method with traditional methods as a learning approach to improve reading comprehension across four areas: literal, inferential, critical, and creative comprehension. The research sample consisted of 186 pupils from Syrian refugee students within Syrian refugee schools, as there are schools specifically for Syrian pupils in northern Jordan supported by the United Nations. This study used a quasi-experimental design, where the research sample was divided into two groups: the experimental group, which was taught using the flipped classroom approach, and the control group, which used traditional methods. Data were gathered through a specially designed reading comprehension skills test, which was adapted for this study. The results revealed that the flipped classroom strategy significantly improved pupils' reading comprehension levels across all dimensions at a significance level of (p≤0.05). The experimental group confirmed notable progress in their capability to comprehend clear textual information, analyse and understand content collaboratively, assess texts critically, and express creative explanations. Furthermore, the results indicated that pupils maintained their reading comprehension skills over time, showcasing the flipped classroom's effectiveness in promoting sustainable learning outcomes. The results encourage broader adoption of flipped class strategy in reading instruction, urging teachers to create dynamic, pupil-centered learning experiences. Furthermore, the study highlights the importance of continuously assessing learning curricula to meet pupils' evolving needs and emphasizes the potential for further research on the long-term effects of the flipped classroom concept across various academic disciplines.

Keywords:

Flipped Classroom; Learning Strategy; Reading Comprehension Skills; Primary Schools

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How to Cite

AlAli, R., Al-Hassan, O., Al-Barakat, A., Alakashee, B., Kanaan, E., Alqatawna , M., Zaher , A., & Saleh , S. (2024). A Study on the Impact of Flipped Classroom Strategy on Improving Reading Comprehension among Primary School Pupils. Forum for Linguistic Studies, 6(6), 1043–1058. https://doi.org/10.30564/fls.v6i6.7450

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Vol. 6 , Iss. 6 (December 2024)

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Copyright © 2024 Moussa Diagne Faye, Vini Yves Bernadin Loyara, Amadou Keita, Mamadou Diop, Angelbert Chabi Biaou, Mahamadou Koita, Hamma Yacouba

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