Does the teaching-learning model based on the flipped classroom improve academic results of students at different educational levels?

Abstract

The teaching-learning model that still predominates in higher education is the traditional one, based on the master class taught by the teacher. However, it is necessary to resort to other models of teaching and learning that are more flexible and active for students. For this reason, the main objective of this paper is to apply the flipped classroom teaching-learning model in order to test and compare if the academic results of students with the flipped classroom model improve with respect to the traditional model at different educational levels. In addition, the students' assessment of this teaching-learning model and the use of Information and Communication Technologies is analyzed. This study presents the experience of teaching innovation based on the inverted class model, which has been carried out with 155 students belonging to different educational levels and with six subjects related to the Financial Economics discipline. For this, a descriptive statistical analysis is performed, as well as analysis of contingency tables to detect the degree of association between the educational level and the teaching-learning model applied for the evaluation of the students. Evidence is obtained that university students obtain better academic results with the traditional model, while non-university students achieve better grades with the flipped classroom model. However, the students' assessment of the flipped classroom model has been very positive, regardless of educational level. The results suggest that the flipped classroom model improves the academic results of non-university students because they are more accustomed to the application of new technologies than university students.

Aprendizaje desde la virtualidad en el modelo de aula invertida: una experiencia en la educación universitaria

“…Por su parte, Gren (2020) asevera que un enfoque de aula invertida eleva el aprendizaje de los estudiantes al proporcionar más tiempo para otra actividad en clase sea virtual o física, como el aprendizaje activo y el desarrollo de proyectos; por lo que González-Velasco, et al (2021) sugieren que el modelo mejora los resultados académicos de profesores y estudiantes que están más acostumbrados a la aplicación de las TIC´s, independientemente del nivel educativo. Shiau et al (2018) sugieren que este modelo da libertad de ver conferencias pregrabadas en cualquier momento y desarrollar la capacidad para aclarar conceptos específicos, por lo que reconocen que el formato invertido permite una mayor flexibilidad y oportunidades de aprendizaje aplicado en el hogar.…”

The role of asynchronous and synchronous activities in university academic performance: A comparative study of traditional and inverted class methodologies

“…The relevance and validity of this inverted class model is demonstrated by the large volume of publications during the past decade (Sola Martínez, Aznar Díaz, Romero Rodríguez & Rodríguez-García, 2018;Wang, 2019;González-Velasco, Feito-Ruiz, González-Fernández, Álvarez-Arenal & Sarmiento-Alonso, 2021;Tekin, Ilgaz, Afacan, Yıldırım & Gülbahar, 2020;Oliván-Blázquez et al, 2022;Cueva & Inga, 2022;Ishartono, Nurcahyo, Waluyo, Prayitno & Hanifah, 2022;Felgueras & Delgado, 2021;Alyoussef, 2021;Limaymanta, Apaza-Tapia, Vidal & Gregorio-Chaviano, 2021; among others).…”

“…Thus, before class, students receive the content, in the form of mainly videos, which they must then assimilate and study. Subsequently, during class, students perform scheduled learning activities, and the teacher acts as a guide to assist them in consolidating their learning (González-Velasco et al, 2021). This approach combines constructivist ideology and behavioral principles that can be used to reduce the gap between didactic education and practical performance (Hawks, 2014).…”

Docencia Universitaria en Pandemia. Peculiaridades en los Grados de Educación

“…Igualmente, en futuros trabajos sería conveniente analizar la correlación entre los índices de satisfacción y las calificaciones obtenidas por el alumnado en las diversas materias, tratando de constatar si como concluyen Sousa y otros (2021) los entornos totalmente virtuales implican la obtención de peores resultados académicos o si la conclusión sería diferente según el nivel educativo en el que nos encontremos (González-Velasco et al, 2021). También resultaría relevante disponer de la opinión del profesorado, lo que nos permitiría comprender las dificultades percibidas o las particulares consecuencias del paso a una docencia no presencial, en determinadas áreas de conocimiento.…”