The Two Styles of Flipped Classroom (Traditional/Virtual) in Light of the 5E Constructivist-Learning Model and their Effectiveness in Developing the Digital Intelligence Skills and Self-Efficacy for Preparatory Stage Pupils

The current research aimed to develop the digital intelligence skills and self-efficacy of preparatory stage pupils through the Flipped classroom (traditional/virtual) in light of the 5E constructivist-learning model. It used the Elgazzar model (2014) for instructional design. The research adopted the experimental approach and quasi-experimental design with two experimental groups, where the research sample was divided into two experimental groups: the first experimental group (taught using the traditional flipped classroom in light of 5E constructivist learning model), and the second experimental group (taught using the virtual flipped classroom in light of 5E constructivist learning model). The measurement tools included a cognitive test for the cognitive aspects of digital intelligence skills, skills test for the performance aspects of digital intelligence skills and a self- efficacy scale. The results of the research demonstrated that the two experimental groups were equal in the post-application of the cognitive test for digital intelligence skills, while the second experimental group outperformed the first experimental group in the digital intelligence skills test and the self-efficacy scale. The research recommended using the two types of flipped classroom (traditional- virtual) in developing learning outcomes for all curricula and different age levels, the necessity of developing computer and information technology curricula in the middle school and including digital intelligence skills, and developing self-efficacy among middle school students.