The Efficiency Strategies of the Flipped Classroom and Differentiated Instruction in Teaching Mathematics according to a Meta-Analysis of the results of studies Published in some Arab Periodicals during the period (2015-2021)

Abstract

     The study aims to determine the efficiency strategies of the flipped classroom and differentiated instruction in teaching mathematics according to the Meta-Analysis of the results of studies published in some Arab periodicals during the period (2015-2021). The researcher has used Meta-Analysis. In light of the acceptance and exclusion criteria, (28) studies were analyzed that included (46) impact sizes related to the classroom strategy, and (22) studies that included (33) impact sizes related to the differentiated instruction strategy. The results show an efficiency of the flipped classroom and differentiated instruction strategies in teaching mathematics according to the Meta-Analysis of the selected sample of studies. The results also show that there was no difference in the efficiency of the flipped classroom and differentiated instruction strategies in teaching mathematics according to the different academic levels. There was a difference in the efficiency of the flipped classroom strategy in teaching mathematics according to the dependent variables, as it has been noted that the highest development variable for this strategy is self-learning. It has also been noted that there is no difference in the efficiency of the differentiated instruction strategy in teaching mathematics according to the different dependent variables studied.