FINDINGS AND RECOMMENDATIONS

The study findings of the first journal emphasizes on the increase in students’ level of
academic achievement by using flipped classroom strategy as an alternative teaching method
for the traditional teaching way. Previous study in this research has only stated about the flipped
classroom approach as an alternative method in classroom and it’s contribution in developing
students’ problem solving skills which encourage the researcher to conduct a study to measure
the effectiveness of using flipped classroom strategy in academic achievement and self-efficacy
among female students of College of Education, Princess Nourah bint Abdulrahman
University (PNU), Saudi Arabia.

This research has used Achievement Test and Self-efficacy scale to evaluate the level of
academic achievement between the experimental and controlled group students. The study has
shown statistically significant differences towards experimental group which has proven the
test conducted demonstrated an increase of students’ academic achievement level.

The study findings of the second journal encourage teachers of science to teach students by
using modern teaching strategies, in particular, flipped classroom strategy as it improved the
academic achievement of students. This research has been conducted due to the previous
studies which only discussed about the effectiveness of flipped classroom on self learning
among students and the encouraging the use of modern technologies among istructors.
Therefore, no research study that investigates specifically on the effect of flipped classroom
strategy on the scientific achievement in the subject of science among fourth grade. The
previous study which focuses on the importance of applying flipped classroom strategy on the
students’ has encouraged the researcher to conduct study to investigate the importance and the
effect of employing new technologies and teaching and learning strategies on students’ learning
process, and their academic achievement.

Quasi-Experimental Design were used to analyze data and interpret results which consists of
44 students of the fourth grade (22 experimental, 22 control). The study has demonstrate
statistically significant differences attribute towards experimental group. Which shows the
flipped classroom strategy has increased students’ academic achievement.

Both journal one and two used achievement test as a tool to measure the level of academic
achievement in both research study. Both journal’s dependent variable of the study is the
academic achievement.
 The independent variable in the first journal only focuses on teaching strategies and their
ability whereas in the second journal the researcher has conducted the study by measuring few
independent variables such as teaching strategies, and gender.

The positive correlation between the College of Education students’ achievement and their
attitudes towards the self-efficacy scale after applying the flipped classroom strategy indicates
that the higher scores in achievement test enhance more self-efficacy they have. This research
in whole has recommended a vast use of modern technology in learning in terms of replacing
the traditional method in classroom. And the flipped classroom strategy should be used in all
courses taught in PNU because it enhance the students’ thinking skill which they would be able
to apply it in real life.

The positive reponse among the experimental group in journal two has urge pre-service
teachers at faculties of education to have adequate training to use new teaching strategies raised
from the modern educational theories such as flipped classroom strategy. Futhermore, this
study has recommended providing schools with adequate technology tools, modern laboratory
devices and high speed internet to help teacher to prepare the needed materials according to
the flipped classroom strategy. In future this research can be re-applied by investigating the
effect of flipped classroom strategy on other variables such as other content subjects or areas
and other grades from different academic stages.

In whole, the Quasi-Experimental design in the second journal used by the researcher for the
data collection is more convinient and flexible because it does not have time and logistically
constraints. This data collection method is less complicated compared to journal one. This is
said because the study in the second journal has been conducted on elementary school students
where their cognitive skills been categorise by previous examination and academic
achievement. This enables the researcher to get a accurate results on the effectiveness of
classroom strategy where both gender are involved perhaps in the first journal only female
students were involved and their cognitive skills are vary.