Abstract:

This study aimed at investigating the effectiveness of using flipped classrooms in teaching the Math2 course for the preparatory year’s students at the University of Tabuk, Saudi Arabia. The Math2 course was organized via an (ADDE) design model, with recorded videos of the topics included in the study; it was implemented by a Moodle platform and was available for the treatment group . Pre- and post-achievement tests were developed in calculus, being the topic of the Math2 course, and implemented for the two groups: the control group consisted of 45 students and the treatment group consisted of 47 students. The results revealed a significant difference in students’ performance, favoring the treatment group which was taught using the flipped classroom instruction. However, no statistical significance was found in students’ performance related to their majors (medicine, applied medical science, engineering, computer science, and science).

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