The Impact of Using the Flipped Classroom Model in Developing Gifted Students' Self-Regulated Learning Skills and Motivation Toward their Academic Achievement in the State of Kuwait

Abstract

The current study aimed to investigate the effectiveness of a training program based on the use of the flipped classroom model in developing gifted students’ self-regulated learning skills and motivation toward their academic achievement in the State of Kuwait. The study sample consisted of 30 gifted students who were divided into two experimental and control groups, each with 15 students. To achieve the objectives of the study, the researchers constructed the study tools and ensured their validity and reliability. The results indicated that there were statistically significant differences in self-regulated learning and motivation toward academic achievement for gifted students in the State of Kuwait between the experimental and control groups on the post-measurement based on the use of the flipped classroom model in favor of the experimental group. The study recommended using the flipped classroom in teaching gifted students, and using other variables, such as the effect of the flipped classroom on developing problem-solving skills.