Effectiveness of using the flipped classroom strategy through distance learning on improving Arabic language learning for Iranian school students

Covid-19 pandemic motivated the employment of a tailored strategy for distance learning with the ultimate goal of providing more enjoyable and truly educational environment for learners, restoring their self-confidence, and increasing positive interaction among students and the teacher. The flipped classroom is one of such smart strategies which can be used through distance learning because of its undeniable impact on development of creative critical thinking, enhancing the performance, and increasing the level of study in school pupil. Accordingly, the current study aims to investigate the effectiveness of employing the flipped classroom strategy during distance learning on improving the learning of Arabic language for students in 10th grade of the Arts and Humanities branch of Zahra school (Sa’adat Shahr) in Sa’adat Shahr, Fars Province, Iran. The current study is a semi-experimental research and the statistical population consists of students in 10th grade of the mentioned location. The population under study includes 22 students, randomly distributed into two equal groups. One group learned the subject of Arabic according to the strategy of the flipped classroom (experimental group), and the second group went under traditional teaching strategy. Both groups received 12 class sections. One way ANOVA test showed statistically significant difference between the average grades of two groups (in favor of the experimental group). The results revealed the effectiveness of flipped classroom strategy in improving the learning of Arabic.