The Effectiveness of the Flipped Learning Strategy to Teach Home Economics in the Development of Visual Thinking Skills And The Tendency Towards Self-Learning Among Students of Preparatory Stage

Document Type : Original research articles

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1 Faculty of Education, Tanta University, Tanta, Egypt

2 Department of Home Economics and Education, Faculty of Home Economics, Menoufia University, Shibin El Kom, Egypt

Abstract

The study aimed to evaluate the effectiveness of the flipped learning strategy in teaching home economics while developing visual thinking skills and fostering a positive attitude toward self-learning among middle school students. The study focused on a sample of 30 female students. The researcher prepared various educational materials, including an electronic unit based on the flipped learning strategy, detailed activities, and study tools, such as an achievement test measuring visual thinking skills and an attitude measure towards self-learning (also designed by the researcher). After applying these study tools to the sample, the results showed a statistically significant difference at the 0.05 level in the mean scores of the pre- and post-tests of the achievement test, favoring the post-test. Additionally, there was a statistically significant difference at the 0.05 level in mean scores from the pre- and post-tests for performance on the visual thinking skills test, again favoring the post-test. Furthermore, there was a significant difference in the mean scores of the pre- and post-applications of the attitude measure toward self-learning for the female students, with the post-application scores being higher. These findings demonstrate the effectiveness of the flipped learning strategy in enhancing visual thinking skills and promoting a positive attitude towards self-learning among middle school students.

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