The Impact of the Flipped Classroom Strategy on Secondary School Students’ Achievement in English Language Skills in Hajjah Province

Abstract

The present study aimed to investigate the impact of the flipped classroom strategy on secondary school students’achievement in English language skills in Hajjah province. This study employed a quasi-experimental approach to achieve the objectives of the study and have a deep insight regarding the study investigation. The sample of the study consisted of  fifty tenth-level students who were studying English course for Yemen(textbook N.4) at Alzahra’a secondary school for girls in Hajjah province during the academic year 2023- 2024. They were divided purposefully into two groups experimental (n=25) and control (n=25).The researchers used a pre/post-achievement test which consisted of five questions to measure the level of students before and after achieving the experiment (teaching the experimental group through the flipped classroom strategy and teaching the control group through traditional methods). The results of the present study showed that the experimental group significantly outperformed the control group in all five English language skills. The over all  effect size of the pre/post achievement test of the experimental group moderate to large (?²=0.41), indicating that the flipped classroom strategy had a meaningful impact on improving students’English language skills. Domain-specific effect sizes of the two groups (experimental and control) in the post achievement test reached as high as ?²=0.64, suggesting the flipped classroom strategy as an effective alternative to traditional methode in English language learning. These findings suggest that integrating flipped classroom strategy in EFL classrooms can enhance students’academic outcomes. This study recommended the wider adoption of the flipped classroom strategy in Yemeni secondary schools to improve English language learning and call for further studies in other English language parts.