The Flipped Classroom Strategy Effectiveness on Academic Achievement and the Development of Life Skills among Fifth Grade Basic Students in General Science

Abstract

This study aims to investigate the impact of the Flipped Classroom Strategy on academic achievement and the development of life skills among fifth-grade basic students in the subject Science for All, which is currently implemented in schools. The research sample consisted of 70 fifth-grade students from Halo Basic Coeducational School, affiliated with the Central Directorate of Education in Erbil for the academic year 2024–2025. The participants were randomly divided into two equivalent groups: an experimental group (Group A) comprising 35 students who were taught using the Flipped Classroom Strategy, and a control group (Group B), also comprising 35 students, who were taught using conventional methods. To achieve the study objectives, the researchers employed a test to measure academic achievement and used a life skills scale test created by Hamad & Abdullah (2022). The scale consists of 28 items and was validated by a panel of experts in the fields of teaching methods, psychology, and educational measurement and evaluation. To ensure the reliability of the life skills scale, the researchers calculated the internal consistency using Cronbach’s Alpha, which yielded a value of 0.78, indicating an acceptable level of reliability. The results of the study revealed statistically significant differences between the pre-test and post-test scores in both academic achievement and life skills, in Favor of the post-test. The experimental group outperformed the control group significantly, indicating the effectiveness of the Flipped Classroom Strategy in enhancing both academic performance and life skills development. In conclusion, the researchers presented several recommendations and suggestions to improve the teaching methods of Science for All subject. ".