The impact of flipped-class teaching strategy on the attainment of tenth graders in art history unit within art education classes
The current study aimed to identify the effect of flipped-class teaching strategy on the attainment of tenth graders in art history unit within art education classes. The semi-empirical approach was used in two groups. The first one was empirical group, consisting of (77) students, (39) males and (36) females, taught by using flipped-class strategy. The second was control group consisting of (72) students, (36) males and (36) females, taught using regular method. The study found that there were statistically significant differences regarding performance, in favour of the experimental group members, who studied art history unit using the flipped-class strategy over the members of the control group who studied the same unit using the regular method. Furthermore, there were an existence of statistically significant difference at the level of (α = 0.05) between the two arithmetical means related to performance. This difference was in favour of the study's female members in attainment test in art education for tenth graders due to the variable gender.