Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts Hinojo Lucena, Francisco Javier Mingorance Estrada, Ángel Custodio Trujillo Torres, Juan Manuel Aznar-Díaz, Inmaculada Cáceres Reche, María Del Pilar Flipped classroom Methodological change ICT This research analyzed Physical Education students’ degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi-control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors was conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlational motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students’ achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences. 2019-03-19T12:11:54Z 2019-03-19T12:11:54Z 2018-04-25 info:eu-repo/semantics/article Hinojo Lucena, F.J. Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts. Sustainability 2018, 10, 1334 2071-1050 http://hdl.handle.net/10481/55018 eng http://creativecommons.org/licenses/by/3.0/es/ info:eu-repo/semantics/openAccess Atribución 3.0 España MDPI