The study examined the effectiveness of the flipped classroom (FC) on student achievement in mathematics and perceptions of learning among 96 male secondary students in Saudi Arabia. Students were split into 4 groups, with one group taught using the FC method. Pre- and post-tests were administered, and questionnaires assessed student perceptions of learning and views of the FC. The results showed that the FC did not improve test scores, which were more influenced by prior achievement. Students' perceptions of learning varied by teaching method, with the FC receiving the lowest rating. However, student perceptions of the FC were similar across demographic factors, with the exception of prior grades.

1. Abstract
In this study, the effectiveness of the flipped classroom (FC) was discussed in terms of
its impact on the achievement of students in mathematics and whether it influenced the
students’ perception of their learning process as a whole.
In addition, the study probed the students about their feelings towards the FC in terms
of its effectiveness. Ninety six male students in a secondary school have participated in
the experiment which consisted of 4 groups. 25 students formed the experimental
group which had been taught by the FC and the remaining formed the other control
groups. All groups were tested before and after the teaching period (pre-test and post-
test).
Two questionnaires were used. The first questionnaire was designed for gauging the
students’ perception of learning across all groups, while the second questionnaire was
designed for gauging the experimental group students’ perception of the FC and their
respective views.
The results showed that the FC did not improve the level of student achievement.
Other factors influenced the post-test scores like the students’ pre-test scores and their
average grades last year.
The students’ perception of their learning differed according to the teaching methods.
Moreover, the FC had the lowest mean perception, compared to the other three
traditional methods of teaching.
The students’ perception of the FC was similar in terms of all e factors: ethnicity, place
of residence, income level and age group. However, only the factor ‘average grades
last year’ showed differences.
In addition, the students have demonstrated some interest in the FC teaching method
and offered some suggestions for improvement.