Abstract
The current research aims to:- Identifying the effect of the experimental group’s flipped classroom strategy in developing the most important teaching competencies for students applied between the pre- and post-tests.- Identifying the impact of the strategy used by the control group in developing the most important teaching competencies for students applied between the pre- and post-tests.- Identifying the statistical differences between the experimental and control groups in the post-tests in developing the most important teaching competencies for applied students.The researchers hypothesized a number of hypotheses:- There are statistically significant differences between the pre- and post-tests in developing the most important teaching competencies for students applied to the experimental group that studied according to the flipped classroom strategy.- There are statistically significant differences between the pre- and post-tests in developing the most important teaching competencies for students applied to the control group that studied according to the followed strategy.- There are significant differences between the experimental and control groups in the post-tests in developing the most important teaching competencies for applied students.
