Effectiveness of Flipped Learning in Physics Education on Palestinian High School Students’ Achievement

Zaher M Atwa, Rosseni Din, Muhammad Hussin


Flipped learning (FL) is a new trend in ICT that can improve the teaching and learning process. Learning Physics is difficult for some students and this caused low academic achievement and estrangement to learn it. Thus, there is a need to use suitable learning methods to personalize the learning and make it students-centered approach. It is important to use FL in Physics education to make it fun and attractive for students. There is shortage in Physics studies that conducted in Palestinian secondary schools concerning the effectiveness FL.  The main objective of this study is to investigate the effectiveness of FL on Palestinian Secondary Students’ Physics achievement. The quasi-experimental method was used. One hundred seventeen male and female students from grade 11 scientific stream were selected purposively from two schools in Palestine. Physics achievement test was prepared and administered twice for the same students as pretest and posttest.  Both quantitative and qualitative data were collected by using the Physics achievement test; in addition to the personal interviews. The descriptive and inferential analysis was used for the quantitative data (T-test for two independent variables, T-test for two dependent variables, and ANCOVA test). In terms of the students’ achievement score, it is found that FL students score is better than that of the traditional one; the pretest score was not statistically significant for both groups; while it is significant for posttest score in benefit of FL students This means that there were positive effects of the students' achievement in favor of FL.


Flipped Learning, ICT Integration; Physics Education; Personalized Learning

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