The Impact of Flipped Learning on Secondary Students' Achievement in Arabic Grammar and Their Attitudes: An Experimental Study in Jordan

Background/purpose. This study aimed to examine the effect of flipped learning on secondary school students’ achievement in Arabic grammar and their attitudes towards its implementation in Jordan. Materials/methods. A quasi-experimental design was employed, with a sample of 63 seventh-grade students divided into two groups: experimental (n = 32) and control (n = 31). The experimental group received instruction through a flipped learning approach, while the control group was taught using traditional methods. Data were collected using a researcher-developed achievement test (Cronbach's α = 0.881) and an attitudes questionnaire (Cronbach's α = 0.803). The data analysis involved independent-sample t-tests, paired-sample t-tests, and Levene’s test for homogeneity of variances. Effect sizes (Cohen’s d) were also calculated. Results. Results indicated statistically significant differences in favor of the experimental group in achievement scores (p < 0.05, d = 0.59). Furthermore, students’ attitudes significantly improved after exposure to flipped learning (p < 0.001, d = 2.10). Conclusion. The study confirms that flipped learning is an effective instructional approach for improving students' achievement in Arabic grammar and enhancing their attitudes towards learning. Its implementation can foster student-centered learning environments and promote active engagement in language classrooms. Originality/value. This research contributes to the limited literature on the application of flipped learning in Arabic grammar instruction at the secondary level in Jordan, providing empirical support for its pedagogical value.