Main description (English)

The current research aims to identify (the effect of the Place Mat strategy and flipped learning on developing reflective thinking among fifth-year literary stream students in the subject of history). To achieve the research goal, the researcher formulated several hypotheses. The research paper was limited to fourth-year literary students in daytime secondary and preparatory schools for boys in the central area of the Directorate of Education in Diyala province. Given the requirements of this study, one school was selected from preparatory schools in the city center of Baqubah, specifically boys' schools, with at least three fourth-grade classes. Diyala Preparatory School in the center of Baqubah was selected as the research sample. The researcher ensured equivalence between the research groups. The results showed no statistically significant differences between the first experimental group, which used the Place Mat strategy, and the second experimental group, which used the flipped learning strategy. Both experimental groups outperformed the control group. Based on the findings, the researcher reached the following conclusions: 1- Teaching using new strategies helped the experimental groups to outperform the control group. 2- The flipped learning strategy provided students with an opportunity to review lessons and follow them independently through modern strategies, allowing students to organize their time according to their needs, whether at home or in the classroom. Research Recommendations: 1- Integrating the Place Mat strategy into educational curricula. 2- Adopting the flipped learning strategy for teaching other subjects in schools or universities. Suggestions for Future Research: 1- Conducting studies on the Place Mat strategy and flipped learning in other variables such as academic achievement and different types of thinking. 2- Conducting studies on the Place Mat strategy and flipped learning at different educational stages.