Implementation of the Flipped Classroom and Its Longitudinal Impact on Improving Academic Performance
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| Title: | Implementation of the Flipped Classroom and Its Longitudinal Impact on Improving Academic Performance |
|---|---|
| Language: | English |
| Authors: | Torres-Martín, César (ORCID |
| Source: | Educational Technology Research and Development. Jun 2022 70(3):909-929. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Blended Learning, Flipped Classroom, Teaching Methods, Academic Achievement, Longitudinal Studies, Achievement Gains, Comparative Analysis, Student Interests, Independent Study, Cooperative Learning, Interpersonal Relationship, Outcomes of Education |
| DOI: | 10.1007/s11423-022-10095-y |
| ISSN: | 1042-1629 1556-6501 |
| Abstract: | The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training process in relation to the traditional methodology over time, in order to establish baselines in the academic grades in both models. The research is of a quasi-experimental type of non-equivalent groups, with a longitudinal trend design in the data collection process. The entire available population has been selected, with 1.236 students participating, exploring the grades as an analytical resource, from the 2010/2011 to the 2019/2020 academic years. The results show statistically significant differences in the improvement of academic performance with the flipped classroom methodology. Furthermore, the results reinforce that the flipped teaching model effectively promotes students' interest, their capacity for autonomous learning and personal and cooperative relationships. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1343507 |
| Database: | ERIC |
| Abstract: | The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training process in relation to the traditional methodology over time, in order to establish baselines in the academic grades in both models. The research is of a quasi-experimental type of non-equivalent groups, with a longitudinal trend design in the data collection process. The entire available population has been selected, with 1.236 students participating, exploring the grades as an analytical resource, from the 2010/2011 to the 2019/2020 academic years. The results show statistically significant differences in the improvement of academic performance with the flipped classroom methodology. Furthermore, the results reinforce that the flipped teaching model effectively promotes students' interest, their capacity for autonomous learning and personal and cooperative relationships. |
|---|---|
| ISSN: | 1042-1629 1556-6501 |
| DOI: | 10.1007/s11423-022-10095-y |
