The effect of the flipped learning strategy on developing critical reading skills for fourth year middle school students

The research aims to identify (the effect of the flipped learning strategy on developing critical reading skills for fourth year middle school students), and to achieve the goal of the research, the researcher put the following null hypotheses:1- There is no statistically significant difference between the average scores of the experimental group students who study according to the flipped learning strategy and the average scores of the control group students who study according to the usual method in the post-critical reading skills test.2-There is no statistically significant difference between the average scores of the students of the experimental group who studies according to the flipped learning strategy and the average scores of the students of the control group who studies according to the usual method in developing critical reading skills.As for the research sample, it was intentionally selected from the research community and it consisted of students of the fourth scientific grade in Abdulaziz Abdullah Preparatory School for Boys and Al-Shafii Preparatory School for Boys in the city center of Mosul for the academic year (2021-2022), and the total number of its members was (70) students, where the sample was divided The research was divided into two groups, an experimental group whose members amounted to (36) students, and a control group whose members amounted to (34) students. The researcher used the experimental design with equal groups, and conducted the process of parity between the members of the two research groups in a number of variables that included: age calculated in months, intelligence quotient, Arabic language degree for the previous year, the general average for the third grade average, the critical reading test before.To achieve the goal of the research, this required the construction of a tool: the critical reading skills test, which consisted of (20) paragraphs of a multiple-choice type and (2) paragraphs of a specific-answer type of essay, and its validity, stability, and strength of paragraphs were verified. After preparing the teaching plans and the tool, the researcher applied the experiment by the subject teachers in the two schools in the first course of the academic year (2021-2022) on 11/11/2021, and a full course continued with two lessons per week, and ended on 01/18/2022. A test was applied Critical reading skills posterior on 22/1/2022 on the two research groups.After data collection and statistical analysis, the results showed the following:1- There is a statistically significant difference between the two groups in the post-test critical reading skills in favor of the experimental group, which studied according to the flipped learning strategy.2- There is a statistically significant difference between the two groups in developing critical reading skills in favor of the experimental group, which was studied according to the flipped learning strategy. In light of the results of the research, the researcher came out with a number of conclusions, including that the flipped learning strategy had a role in improving and raising the level of fourth-grade students in the development of critical reading skills. The researcher also recommended a number of recommendations, including the establishment of training courses for those in charge of teaching to train on the concept of the flipped learning strategy and the use of modern platforms as a platform (Play Posit) to implement this strategy, and to complete this research, the researcher put forward proposals for future research.