the impact of flipped learning on efl high school students’ achievement: with a focus on high and low achievers

This study examined efl female high school students’ achievement in 11th grade. the study intended to shed light on high-achieving and low-achieving learners’ final gains in this respect and see which group benefitted from flipped learning the most by showing a significant difference in the statistical analysis. the central theories underpinning flipped in the current study were based on merrill’s (2002). the study was quasi-experimental using intact classes in a small city’s high school. two groups were part of this study, 18 participants from the humanities class and 8 from the experimental science class. mixed methods research was used, consisting of two quantitative sections consisting of pretest and posttest of the participants and also a survey to delve into the perception of the flipped learning experience. for the qualitative part of the study, a semi-structured interview was designed to explore more about students’ (number 17,14 as high-achieving and low-achieving learners respectively) experiences in the flipped classroom. the findings suggested that flipped learning affected both groups significantly and learners had a favorable view toward using flipped learning.