Effects on the flipped classroom methodology through blackboard on the attitudes towards statistics of students of the primary education degree: A study with mixed anova

Abstract

This study assesses whether the use of the Flipped Classroom methodology supported by explanations by teachers through a Learning management system (Blackboard) produces an alteration in the attitudes towards statistics of future teachers of Primary education, with gender interaction. For this, a quasi-experimental design (pretest / post-test) was used, and as a statistical technique a mixed ANOVA with three repeated measures. The sample was 66 students from the Faculty of Education of the University of Almería (UAL). To carry out the comparative analysis of attitudes towards statistics, the CAHE instrument created by Camacho et al. (2016) made up of a total of 16 items, classified into three dimensions: negative emotional (fear, fear, tension towards statistics), positive emotional (liking, liking, fun towards statistics), and utility towards statistics. The results showed statistically significant differences between the students' attitudes between the pre-test and the post-test, but not the interaction with gender. The results highlight that the use of the Flipped Classroom methodology can help improve attitudes towards statistical research, being an essential weapon for any teacher who wants to innovate in their classes.