Implementation of the flipped classroom and its longitudinal impact on improving academic performance
Metadata
Show full item recordAuthor
Torres Martín, César; Acal González, Christian José; El Homrani, Mohammed; Mingorance Estrada, Ángel CustodioEditorial
Springer
Materia
Traditional learning Blended learning Flipped classroom Academic performance Cooperative / collaborative learning
Date
2022-02-18Referencia bibliográfica
Torres-Martín, C... [et al.]. Implementation of the flipped classroom and its longitudinal impact on improving academic performance. Education Tech Research Dev (2022). [https://doi.org/10.1007/s11423-022-10095-y]
Sponsorship
Spanish Government FPU18/01779; Junta de AndaluciaAbstract
The objective has been to know the impact of the flipped classroom methodology on the
academic performance of students during their training process in relation to the traditional
methodology over time, in order to establish baselines in the academic grades in both models.
The research is of a quasi-experimental type of non-equivalent groups, with a longitudinal
trend design in the data collection process. The entire available population has been
selected, with 1.236 students participating, exploring the grades as an analytical resource,
from the 2010/2011 to the 2019/2020 academic years. The results show statistically significant
differences in the improvement of academic performance with the flipped classroom
methodology. Furthermore, the results reinforce that the flipped teaching model effectively
promotes students’ interest, their capacity for autonomous learning and personal and cooperative
relationships.