Enhancing Critical Thinking Skills and Communication Skills through Flipped Learning Technology in Moroccan Middle Schools

Abstract

Flipped learning technology is an effective approach that has been used widely in Morocco during the pandemic period. It is an approach that combines both face-to-face and online settings of learning and teaching. It is claimed that the utilisation of this approach matches the learners’ needs and promotes autonomous learning among students at almost all educational levels. In this regard, this study aims to examine the effectiveness of Flipped learning technology in upgrading critical thinking and communication skills. This paper employed a quasi experimental pre-test post-test study design and teacher’s observations. The sample was two groups consisting of 60 students aged 13 and 14 years old in the 8th grade at Tazi middle high school in Casablanca, Morocco. The participants were divided into an experimental group (N=30) that received the treatment study using Flipped learning technology approach and a control group (N=30) taught traditionally. They were taught using a teacher centred method. The researcher used a critical thinking and communication skills test as an instrument and a paired sample t-test for the analysis. The findings revealed a significant difference between the experimental and the control group (sig <0.05); it showed that experimental group participants achieved higher thinking and communication skills. Overall, we conclude that Flipped learning technology influenced critical thinking and communication skills.