The flipped classroom (FC) approach, where traditional lectures are delivered outside of class and in-class time is used for activities and discussions, has gained popularity as a modern teaching method. While its effectiveness is widely discussed, few studies have focused on developing and validating instruments to measure student learning experiences specifically within FC environments, particularly in the context of higher education in the Middle East and specifically Saudi Arabia. This study aims to address this gap by evaluating the content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale. This scale, developed by Alt (2014), measures constructivist learning activities in various educational settings. Adapting the CLHES scale for the FC context requires a validation process to ensure its items accurately measure the intended constructs. Content validity, ensuring the instrument measures what it is designed to measure, is crucial for establishing the scale's reliability and trustworthiness in evaluating student experiences. The research question guiding this study is: How do flipped classroom (FC) experts assess the content validity of the Constructivist Learning in Higher Education Settings (CLHES) scale in the context of Saudi higher education?

The literature review examines existing research on student learning experiences in flipped classrooms and the existing instruments used to measure those experiences. Research highlights the FC's potential for promoting active learning, improving student outcomes, and fostering a learner-centered environment. However, studies on the student experience in FC settings, especially within the Middle Eastern context, are limited. Furthermore, most existing instruments focus on in-class activities, neglecting the self-directed learning aspect critical to FC. The study emphasizes the lack of instruments comprehensively capturing both in-class and out-of-class learning experiences, particularly those aligned with constructivist learning principles integral to the flipped classroom model. Existing scales assess aspects such as 21st-century competencies, learning culture shifts, and technological readiness, but none adequately capture the nuanced aspects of constructivist learning experiences inside and outside the classroom, as the CLHES scale aims to do. This study aims to address this gap and enhance existing research.

This study employed a quantitative approach, utilizing two key techniques for questionnaire validation: content validity ratio (CVR) and exploratory factor analysis (EFA). First, the CLHES scale, initially designed with eight dimensions (Construction of Knowledge, Learning Deeply, Authenticity, Perspective, Teacher-Student Interaction, Prior Knowledge, Social Interaction, and Cooperative Dialog), was adapted to the context of flipped classrooms in Saudi Arabian higher education. **Content Validity Ratio (CVR):** A panel of 24 experts (18 with FC teaching experience in Saudi Arabian universities, 6 FC researchers) were selected purposefully. Fifteen responses were received (63% response rate). Experts rated each of the 32 items on a three-point scale (not relevant, useful but not essential, essential). Lawshe's (1975) CVR formula was used to determine the essentiality of each item; a minimum CVR of 0.49 was required for acceptance (based on the 15-expert panel). Microsoft Excel was used for CVR calculations. **Exploratory Factor Analysis (EFA):** A pilot test was conducted with 300 undergraduate students in Saudi Arabian universities, yielding 200 usable responses (satisfying the minimum sample size requirement for EFA). SPSS was used for EFA. Data appropriateness was assessed using Kaiser-Meyer-Olkin (KMO) and Bartlett's Test of Sphericity. The scree test, parallel analysis, and Kaiser's criterion were employed to determine the number of factors to retain. Oblimin rotation was applied to generate the Pattern and Structure matrices to identify factor loadings, and to assess item retention based on loadings above 0.3, and a minimum of three items per dimension.

The CVR analysis revealed that 31 of the 32 items in the adapted CLHES scale had CVR values above 0.49, indicating strong content validity. Only item 16 (“In this course, I have realized that reality is complex and multidimensional”) was rejected due to a low CVR (-0.07) and poor understanding by respondents. The EFA indicated a strong fit for factor analysis; the KMO was 0.904 (above the acceptable 0.6 threshold) and Bartlett's Test of Sphericity was significant (p = 0.000). Communality analysis showed 31 items had values above 0.5, confirming suitability for factor analysis, while item 16 had a low communality of 0.273 and was removed. Eigenvalue analysis (Kaiser's criterion) and the scree test indicated that eight factors should be retained, accounting for 59.694% of the total variance, aligning with the eight original dimensions of the CLHES scale. The Oblimin rotation's Pattern and Structure matrices further confirmed the factor loadings above 0.3 for all retained items, maintaining the eight dimensions of the scale after excluding item 16. The final validated instrument comprised 31 items, each contributing significantly to the explained variance and maintaining the integrity of the eight original dimensions.

The findings strongly support the content validity and suitability of the adapted CLHES scale for assessing student learning experiences in flipped classrooms within the Saudi Arabian higher education system. The eight dimensions of the scale align with the characteristics of effective FC implementation, such as learner-centricity and constructivist principles. This study addresses a significant gap in the literature by providing empirical evidence for the instrument's validity in this specific context. The high KMO value and significant Bartlett’s test results, coupled with the robust factor loadings, indicate a strong internal structure and reliability of the scale. The study contributes a validated instrument for assessing the effectiveness of flipped classroom implementation and informs educators, researchers, and policymakers about the quality of the learning experience for students. The exclusion of one item reinforces the importance of rigorous validation in instrument adaptation, ensuring clarity and relevance.

This study successfully validated the CLHES scale for assessing student learning experiences within flipped classrooms in Saudi Arabian higher education. The refined 31-item instrument provides a valuable tool for evaluating FC effectiveness. Future research could expand the study to include diverse samples from other countries and educational levels (K-12) to explore generalizability and cultural variations in FC learning experiences.

The study's limitations include its focus solely on Saudi Arabian higher education institutions. The findings might not be directly generalizable to other cultural contexts or educational levels (K-12). Additionally, the response rate for the expert panel, while acceptable, could have been higher, potentially influencing the CVR results. The use of a convenience sample of students also limits the generalizability of the factor analysis results.