English Language Teachers’ Use Of The Flipped Classroom Method In Teaching At The Primary Stage In The State Of Kuwait

Abstract

The study aimed to identify the degree to which English language teachers use the flipped classroom method at the primary stage in teaching, and the differences in using the flipped classroom method according to gender, academic qualifications and years of experience. To achieve these objectives, the descriptive approach was used. The study sample consisted of (120) male and female teachers who were chosen by the stratified random method from the English language teachers at the primary stage in Al-Mubarak Al-Kabeer Educational District in the State of Kuwait. A questionnaire was used for data collection after its validity and reliability were verified. The results showed a medium degree in using the Flipped Classroom method in teaching among English language teachers at the primary stage. The field of implementation received the highest means, followed by planning, and then evaluation. The results also showed no statistically significant differences in the degree of using the flipped classroom method in teaching among English language teachers at the primary stage from the point of view of the study sample in the total degree and domains due to the variables of gender, academic qualification and years of experience. The study recommended intensifying the efforts of the Ministry of Education in designing and implementing training programs and courses that contribute to strengthening and motivating teachers to use this method of teaching.