Comparative study between the flipped classroom methodology and the traditional methodology in Spanish, English and Mathematics classes

Abstract

The presence of new developments of technologies in the educational field requires an intensive intervention and adaptation toward the use of methodologies related to information technologies and communications (TICs) that contribute to the improvement of the students' academic performance. The objective of this article is to verify if there was a favorable impact on school performance with the use of the Inverted Classroom methodology in comparison with the use of the traditional methodology for the students of the ninth and tenth grade levels in the Spanish, English and Mathematics courses. On the other hand, in addition to goal was to offer a brief description of the concept of the Flipped Classroom with the review of some contributions derived from researchers as input for the students as well as the teachers. This study was of quantitative origin and with a quasi-experimental design. The sample was of 116 students divided into control group (65 students) and experimental group (51 students) of each subject. As an independent variable, the instruments applied were a pre-post test of academic achievement of each unit and the measurement of the results were analized using thet-Test statistical analysis system to verify its reliability. For the stadistical analysis, the IBM version 22 aplication was used. With respect to the results obtained, no statistically significant difference was observed between the pre-post tests before the experimental groups and control groups reasons that will be made known in the discussion and conclusion of the text. I have never seen this in a summary, it is normal to put them here.