The Effectiveness of the Flipped Classroom Strategy ‎in Developing Summarizing skills among Special ‎Education Students at Al-Hussein Bin Talal ‎University

Abstract

This study aimed at investigating the effectiveness of the flipped classroom strategy on developing summarization skills among special education department students at Al-Hussein Bin Talal University in the academic year 2020-2021. The descriptive research design was followed by a quasi-experimental one group design. The participants were 16 University students who studied ‘physical disability’ course at the Special Education Department. The results of the study revealed that the sample obtained a low summarization score. After applying the research's methods and materials, the results revealed a statistically significant difference in favor of the posttest between the pre- and post-test summarization skills. In addition, there were no differences between the post and follow up in summarization skills. In light of the findings, it was advised to use flipped classroom strategies to improve the summarization skills of other samples