This study aimed at inquiring the effect of using (Flipped Class
Strategy) on achievement nd motivation of Jordanian first secondary
class students in Islamic culture subject matter. The sample of the
study was consisted of (76) eleventh grade male and female students
who were studying Islamic culture course in the city of Amman,
during the first semester of the scholastic year (2022-2023). The
sample was distributed into four groups: Two of them were
experimental groups and the two others were control groups. The two
researchers prepared an achievement test and adapted a motivation
scale. To answer the study questions, the two researchers used
means, standard deviations and Two Way ANCOVA. The results
showed that there were statistically significant differences in the
students’ achievement of the Islamic education course, due to the
teaching strategies variable, in favor of the students who studied byusing Flipped Class Strategy. The results also showed that there were
no statistically significant differences on the motivation grades, due to
the interaction between gender and teaching strategy. The two
researchers recommended that the (Flipped Class) strategy should be
implemented during the teaching of Islamic education branches in
Jordanian secondary schools