Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching
Metadatos
Afficher la notice complèteAuteur
Pozo Sánchez, Santiago; López Belmonte, Jesús; Moreno Guerrero, Antonio José; López Núñez, Juan AntonioEditorial
MDPI
Materia
Flipped learning Traditional teaching skills Educational stage Student’s t-distribution
Date
2019-10-27Referencia bibliográfica
Pozo Sánchez, S., López Belmonte, J., Moreno Guerrero, A. J., & López Núñez, J. A. (2019). Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching. Sustainability, 11(21), 5968.
Résumé
The effectiveness of flipped learning depends largely on student typology. This study
analyzes the applicability of this approach, according to the characteristics inherent to students based
on their educational stage. The objective of the research is to verify the effectiveness of flipped learning
compared to a traditional methodology during the stages of preschool, primary, and secondary
education. For this study, a descriptive and correlational experimental research design was followed,
based on a quantitative methodology. Two types of analysis groups (control and experimental) were
established in each of the mentioned educational stages. As a data collection instrument, a validated
ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta
(Spain). The results show that the applicability of flipped learning is more positive in primary and
secondary education when compared to a traditional teaching method. However, the results found in
preschool education reflect the difficulties in adapting the model to the needs of the students of that
stage, due to the difficulties in the autonomous management of digital teaching platforms and the
requirement of a minimum level of abstraction to apply this approach.