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Abstract

Despite the multiplicity of modern education strategies and their importance in developing the skills and abilities of learners, the flipped classroom strategy is an important strategy that can affect the development of effective thinking and learning skills. The core purpose of this paper is to examine the impact of using the flipped classroom strategy on the development of higher-order thinking skills and self-learning. To achieve the study objectives, a questionnaire consisted of 67 questions that measure self-learning and higher- order thinking skills was used as a tool for data collection. Quasi-experimental one-group approach was applied to calculate students’ response scores in the pretest-posttest measurements (n =70). The results revealed that there was a statistically significant effect for using flipped classroom strategy in developing students' higher thinking skills with a total effect size of 14%. There was a %14 (statistically significant impact on the development of self-learning skills with a )%35.5 total impact of 35.5%. However, there is a noticeable disparity between skills . in terms of the actual impact attributed to the flipped classroom strategy, which varies from one skill to another. The study concluded with some recommendations and suggestions to reinforce the educational benefits of using flipped classroom strategy for teaching and learning such as preparing and training faculty members on the use of information and communication technology (ICT) and flipped classroom strategy for teaching and learning.

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