The effect of flipped learning on developing self-learning in mathematics among sixth grade middle school learners


  • Hassan Al-Siddiq Jinan University
  • Akram Salim Salem Jinan University


self-learning, inverted learning, flipped learning, mathematics learning


This study aims to teach mathematics through flipped learning strategies, use modern technology to improve the performance of basic skills among experimental group students, determine the impact of flipped learning on basic skills through video clips or audio files, and compare it with teaching. Experimental methods were used to achieve the research objectives, and the validity of this study was verified through the following results: In the fourth chapter.

The study found that there is better cooperation, interaction, perception, and unification of knowledge and skills among students who learn according to the flipped learning strategy compared to those who learn using traditional methods, and then he supervises their activities and provides appropriate guidance. Support is provided to those who fail, and thus the level of understanding and teaching is high. Teaching mathematics using the flipped learning strategy increased the achievement of the experimental group students. The cooperation and interaction of students who studied according to the flipped learning strategy is better than the interaction of students who studied in the traditional method.

  Conducting experimental studies on this strategy and trying to compare the effect of using the flipped learning strategy and some other strategies on self-learning and thinking in mathematics. Conducting a study to identify the impact of using the flipped learning strategy on gifted students and students who are behind in school, and its suitability for them. Applying the flipped learning strategy in some academic subjects, and in all stages of general education, with the support and supervision of a specialized team of specialist supervisors. Adopting the flipped learning strategy because it matches the learning skills required in the second millennium and because it is capable of activating learning based on brain research, modern educational patterns, and intelligences, and accelerating the learning process. .