Investigating the Efficacy of the Flipped Classroom Model: Learning Outcomes and Student Perspectives in Middle School Science Education

This study aimed to examine the effect of the flipped classroom strategy on academic achievement in life and earth sciences. The study population consisted of students from three middle schools under the Tangier Assilah Provincial Delegation. The study sample included 208 students deliberately selected from the study population and divided into two groups. The experimental group, which followed the flipped classroom strategy, comprised 104 students, while the control group comprised 104 students who followed the traditional teaching method. To achieve the objectives of this study, a success test and a questionnaire were developed. The ANOVA test was employed to test the research hypotheses and clarify the differences between the experimental and control groups in terms of the achievement test. The results revealed statistically significant differences between the scores of the experimental and control group ranks in the academic achievement test, attributed to the teaching method variable, in favor of the experimental group students. Regarding the student perspectives on the flipped classroom strategy, this research unveiled that despite challenges related to Internet access, a significant majority of students expressed positive opinions about the approach. The majority appreciated the flexibility it offered, allowing them to learn at their own pace and engage with course materials outside the traditional classroom setting.