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Graphical abstractHighlights:• Lab results for Flip and Traditional Methodologies are analysed and compared.• Flip Teaching in the lab sessions improves students' academic performance.• Since students spend more time thinking, they write better lab reports.• Definition of the "analogous students" enables a more detailed statistical study. José A. Gómez-Tejedor et al., Computers AbstractThe progressive introduction of the flip teaching (FT) instructional model into higher education has accelerated in recent years. The FT methodology seems to be especially suitable for laboratory practice sessions: before the lab session the students are given documents and videos that explain the theoretical contents and the experimental procedure. When this material is studied in advance, the practice session can be devoted to the discussion, clarification and practical application of the acquired knowledge. This paper describes the effect of the FT methodology on the students' academic performance when it was applied to the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were compared in four consecutive years. The characteristics of all four years were quite similar, except that the traditional teaching method (TM) was used in two, while FT was applied in the other two. The statistical analysis shows that the academic results of the students were better in both subjects under FT than those obtained using TM, and that the difference was statistically significant.

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This paper shows the data of the Flip Teaching and Traditional Methodology on the laboratory practice in two subjects, Physics and Electricity, of a technical degree. The laboratory and final grades of these subjects were shown in four consecutive years. The characteristics of all four years were quite similar, except that the Traditional teaching Methodology (TM) was used in two, while Flip Teaching methodology (FT) was applied in the other two.For further discussion, please refer to the scientific article entitled “Effectiveness of flip teaching on engineering students' performance in the physics lab” [1]. Additional segmentation data in three levels are presented in this data in brief paper.

This paper describes the laboratory experiments carried out to analyze the water penetrability in hardened concrete by means of GPR. For this purpose, concrete specimens were fabricated (W IC = 0,8) and after 28 days in a wet chamber, they were dried in a kiln (105 DC). Afterwards, they were put into water and in all faces sealing paint was applied, except for the one in contact with water. GPR measurements were acquired at different intervals of time and they were based on coupling a 2,0 GHz antenna (GSSI) on the surface opposite to the one immersed into water. Firstly, the survey was conducted by measuring the time delays between reflected and direct wave arrivals, before introducing the samples into water (calibration session). Secondly, GPR measurements were recorded in different time intervals. All the wave parameters studied were influenced by the presence of water and the sensibility of the technique to assess the waterfront depth variation was proved. Nevertheless, a specific processing of the data acquired when the antenna was placed opposite from the water contact surface was developed.This process consisted of the isolation of the reflection due to the waterfront, produced just before the reflection of the bottom of the samples and provided the assessment of the waterfront location (cm) at different times.