Impacto del aula invertida en el desempeño académico de los estudiantes de la carrera de Educación Básica: Impact of the Flipped Classroom on the Academic Performance of Basic Education Students

José Ricardo Erazo Delgado; Carola Katherine  Aguilera Meza; Andrea Michelle  Bailón Zambrano; Corina Valeria  Cedeño Macias; Alannys Nohemy  Zambrano Bravo

doi:10.33936/cognosis.v10i1.6989

Authors

José Ricardo Erazo Delgado Facultad de Ciencias de la Educación. Universidad Técnica de Manabí. Ecuador. https://orcid.org/0000-0003-3615-6042
Carola Katherine Aguilera Meza Instituto de Admisión y Nivelación. Universidad Técnica de Manabí. Ecuador. https://orcid.org/0000-0003-2628-7540
Andrea Michelle Bailón Zambrano Sistemas de Protección. Ecuador. https://orcid.org/0009-0008-2999-173X
Corina Valeria Cedeño Macias Facultad de Ciencias de la Educación. Universidad Técnica de Manabí. Ecuador. https://orcid.org/0009-0007-7753-5862
Alannys Nohemy Zambrano Bravo Facultad de Ciencias de la Educación. Universidad Técnica de Manabí. Ecuador. https://orcid.org/0009-0009-7436-4169

DOI:

https://doi.org/10.33936/cognosis.v10i1.6989

Abstract

The research focused on the implementation of the flipped classroom as an innovative teaching strategy in the subject of Curriculum Planning, within a virtual environment. This methodology aims to foster active student participation and improve their understanding and academic performance through content presentation and teacher feedback. The study employed a quantitative approach, utilizing statistical and quasi-experimental methodologies to evaluate the impact of the flipped classroom compared to traditional lecture-based teaching. The main objective was to determine the effectiveness of the flipped classroom in enhancing academic performance in Curriculum Planning. To achieve this, an assessment was conducted with a knowledge test for two groups of students: one received traditional classes, and the other participated in a flipped classroom environment. The sample consisted of students from the Basic Education program at the Technical University of Manabí, divided into control and experimental groups. The results indicated that the experimental group, which utilized the flipped classroom, demonstrated a significant improvement in academic performance compared to the control group. This suggests that the flipped classroom approach promoted more effective and participatory learning. The quantitative data supported the hypothesis that the flipped classroom enhances the teaching-learning process in the subject.

KEYWORDS: Flipped classroom; virtual teaching; Curriculum Planning; academic performance; teaching strategy.

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Impact of the Flipped Classroom on the Academic Performance of Basic Education Students