Abstract

RODRIGUEZ-JIMENEZ, Franmis José; PEREZ-OCHOA, María Elena  and  ULLOA-GUERRA, Óscar. Educational Innovation: Exploring the Impact of the Flipped Classroom on High School Students' Academic Performance in Mathematics. Educación [online]. 2024, vol.48, n.1, pp.113-142. ISSN 2215-2644.  http://dx.doi.org/10.15517/revedu.v48i1.55892.

The flipped classroom is an innovative pedagogical model that allows students to acquire prior knowledge outside the classroom and then work on practical and collaborative activities in class to apply and deepen their learning. Therefore, this study seeks to evaluate the impact of the flipped classroom on the academic performance of secondary-level students in the area of mathematics. A quasi-experimental study with a quantitative approach was conducted. The sample included 2 teachers and 134 third-grade high school students at the Liceo Ercilia Pepín in San Francisco de Macorís, Dominican Republic, divided into an experimental group (flipped) and a control group (traditional). The authors employed two instruments: an observation guide for the process (researcher's notebook) and a knowledge test for the participating students (exam), administered as a pre-test and post-test. Additionally, important information was extracted from Classroom and Edpuzzle platforms. The grades obtained from the platforms and through the exams, once analyzed using statistical tests (Student's t-test), demonstrated a positive impact of the flipped classroom on the academic performance of the students in the experimental group (pre-test:M= 7.26,SD= 2.59; post-test:M= 9.12,SD= 2.87), compared to students in the traditional class (pre-test:M= 6.59,SD= 2.66; post-test:M= 7.22,SD= 2.77), at a significance level α = .05 and a 95% CI (.857 - 2.940). In conclusion, there are statistically significant differences between the academic performance of students who received mathematics classes through the flipped classroom and those who did so under a traditional methodology. As a main recommendation and future line of research, due to the evolutionary nature of information and communication technologies (ICT) and their impact on the teaching-learning process, it is suggested to the scientific community that other longitudinal and comparative studies be carried out to measure progress over time and, in this way, analyze how different variables, such as access to technology, active participation of students and constant feedback, influence the results.

Keywords : Educational Innovation; Flipped Classroom; Information and Communication Technologies; ITC; Mathematics Teaching; Academic Performance.

        · abstract in Spanish     · text in Spanish     · Spanish ( pdf )