الملخص الإنجليزي
The current study aimed to investigate the impact of flipped learning on student's achievement and development of their meta-cognitive skills in physics. The study sample consists of (59) 11th grade male students in Nasser bin murshid school in south Batinah general directory of education, enrolled in 2017-2018 academic year. The sample divided into two groups, experimental (29) teached with flipped learning strategy, and control (30) teached with conventional method.
The application of the research was for (6) weeks. To achieve the goals and to answer the questions of the study the researcher applied a teacher's guide, which worked out to guide the teacher for teaching the experimental group with flipped learning. The instrument of the study of physics ach which was judged and found it's reliability founded with (0.84) (person's co-relation) by repeating the exam. The Second instrument applied in the current study was meta-cognitive scale with coefficient of alpha Cronbach (0.87).
The results of the study indicated that there were statistically significance differences at ( =0.05) between the mean score of the achievement the experimental group and control group in in post-test in application skill as well as in the overall exam in favor of the experimental group. There was no statistically significance differences at ( =0.05) between the mean score of the experimental group and control group in meta-cognitive scale in the post application.
In the light of these findings the researcher concluded a number of recommendations, including of the significance of teaching flipped learning in physics as well as in science through the active learning inside class rooms. The researcher also concluded and suggested to do a training for pre-graduated students to teach with flipped learning strategies, and to perform further studies with different variables.
