English abstract
The purpose of this study was to identify the impact of using flipped classroom approach on the acquisition of general self-efficacy and science achievement of ninth grade students. The sample of the study consisted of (53) female students of the ninth grade in one of the governmental schools in South Batinah. It was divided into two groups: an experimental group consist of (27) students, and control group consist of (26) students. To achieve the aims of this study, the researcher prepared a teacher guide for the unit of " Electricity and its Technological Application", as well as two tools: general self efficacy scale which was prepared by (Jerusalem & Schwauzer, 1986) and was translated into Arabic by Redhwan(1997), and academic achievement test which was prepared by the researcher. The validation of the study instruments was assessed by a group of jury members. The reliability of general self efficacy was (0.89), whereas the reliability of academic achievement test was (0.75). The data collected through the tools was analyzed and the results showed a statically significant difference between the experimental and control groups in favor of the experimental group. This difference at a level of (a= 0.05) in general self-efficacy, This study also found that there were a statically significant difference at a level of (a= 0.05) between the mean score of the experimental group and the mean score of the control group in favor of the experimental group in the academic achievement test. In light of these results, the study highly recommended that science teachers use this approach in their teaching because of its importance in the acquisition of general self efficacy and academic achievement, also it recommended the need of conducting workshops and training workshops for science teachers on how to use this approach in science classes. It also proposed conducting similar studies of the current study but on other variables such as creative thinking and critical thinking
