أثر استخدام إستراتيجية الصف المقلوب في تنمية الكفاءة الذاتية وخفض قلق االمتحان لدى طالبات الصف الثامن األساسي في سلطنة عمان بمادة التربية اإلسالمية في ضوء تحصيلهن الدراسي

The study aimed to reveal the impact using the flipped classroom strategy in developing self-efficacy and reducing test anxiety among grade 8 female students in Islamic education subject in the light of their academic achievement. To achieve this, the semi-empirical approach was used. The study sample consisted of two groups: experimental group consisting of (66) female students and the control group consisting of (63) female students. The study used self-efficacy scale, the test anxiety scale. And a set of materials needed for the study were prepared. The main results of the study showed that there is a statistically significant difference at (α ≤0,05) between the average score of the experimental group and the control group in the post-application of self-efficacy scale according to the teaching method and academic achievement in favor of the experimental group with low academic achievement. There is also a statistically significant difference at (Α0,05) between the average score of the experimental group and the control group in the post-application of test anxiety scale according to the teaching method and academic achievement in favor of the experimental group with high academic achievement. Besides, there is a statistically significant inverse relation between self-efficiency and test anxiety. The study suggested using the flipped classroom strategy in teaching Islamic education subject, in different educational stages, as this strategy has several advantages.