The Effect of the Flipped Classroom Strategy Combined with Direct Mental Training on Cognitive Achievement in Rhythmic Gymnastics

Abstract

The study aimed to construct a cognitive achievement test in rhythmic gymnastics for second-year female students, to identify the effect of the flipped classroom strategy and the flipped classroom strategy accompanied by direct mental training on cognitive achievement in rhythmic gymnastics among second-year female students, and to identify the differences in the post-test between the flipped classroom strategy and the flipped classroom strategy accompanied by direct mental training in cognitive achievement.

The researchers used the experimental method with a design of three equivalent groups with post-tests. The research sample consisted of (21) female students, with (7) students in each group, selected by lottery from a population of (27) female students at Soran University during the academic year (2024–2025). The first experimental group was taught according to the flipped classroom strategy, the second experimental group was taught according to the flipped classroom strategy accompanied by direct mental training, while the control group was taught according to the conventional teaching method.

The researchers constructed a cognitive achievement test, which reached its final form consisting of (29) items. The educational program was implemented over a period of (5) weeks, with two instruction units per week. The data were analyzed using the Statistical Package for the Social Sciences (SPSS). The results showed that the flipped classroom strategy accompanied by direct mental training was superior to the conventional teaching method in cognitive achievement.