The current research aims to identify the impact of the Flipped Learning strategy on achievement and analytical thinking among second-grade intermediate students in mathematics. To achieve the research objective, the researcher formulated two null hypotheses and employed an experimental design with two equivalent groups. The research sample consisted of (70) students, with (35) students in the experimental group and (35) students in the control group. The researcher conducted an equivalence process between the two groups in several variables, including: (chronological age in months, intelligence test scores, first-grade intermediate mathematics grades, and the general average for the first-grade intermediate) prior to implementing the experiment. The results showed no statistically significant differences between the two groups in these variables. The researcher utilized the following statistical methods: (SPSS, Chi-square, item discrimination index, Pearson correlation coefficient, Kuder-Richardson 20 formula, t-test for two independent samples, difficulty index, and effectiveness of distractors formula). The results indicated a statistically significant difference between the experimental and control groups in both the achievement test and the analytical thinking test, in favor of the experimental group which was taught using the Flipped Learning strategy, compared to the control group taught via the traditional method
Muhannad Hashim Yonis (Mon,) studied this question.