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This study aims to identify the effect of the Flipped Learning (FL) strategy on teaching reading comprehension to students of the fifth preparatory class. It develops a null hypothesis stating that there are no statistically significant differences at the level of 0.05 among theءmean of scores of both experimentalءgroup who adopt the FL strategy and the control group who adopt the traditional method of learning. Therefore, the study designs two equivalent experimental groups of 30 students who studied according to the FL strategy, and one control group of (31) students who studied according to the traditional method during the second semester of the academic year 2019-2020. For eight weeks, a three-period per week class was designed for each group by using Google Classroom (GC) as an educational platform that helps students learn. Having been verified by the experts, a reading comprehension test has been applied. The results have shown that there areةstatistically significant differences at the level of (0.05) among the mean of scores of experimental and control groups in Reading Comprehension in favor of the experimental group. These differences are attributed to the use of FL Strategy in teaching the experimental group.
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