This study aimed to measure the impact of using the Flipped Classroom strategy on developing critical thinking skills in Physics for 10th grade. The research was applied on 60 female students in one of the high schools in Jeddah, Saudi Arabia (Alsarh school). The researcher used the quasi-experimental design in which she divided the students into two groups, experimental group and control group, and each group contained 30 students. To achieve the goal of this study, the researcher developed pre- and post- tests to examine the impact of Flipped Classroom on developing critical thinking skills for the students. The results showed a significant difference at (α ≥ 0.05) between the mediums of scores in the pre- and post- tests for the experimental group where the students got higher grades in the post-test. In addition, the mediums between the scores of the pre- and post-tests for the experimental and control groups resulted in a significant difference at (α ≥ 0.05) for the experimental group.
According to the results of this study, the researcher recommends to apply the Flipped Classroom strategy in the educational process in general, and to develop critical thinking skills in specific as well as designing workshops for secondary education teachers to learn how to produce and use educational videos