Flipped Classroom in a blended learning. A case study in groups with curricular specification programs in Secondary Schools
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Teaching methods, mathematics education, ICT, Educational Technology, inclusive education
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Abstract
This paper presents an investigation regarding Flipped Classroom methodology in Secondary level and High School students, in groups of curricular specification programs, Plurilingual, and Research. This experience was carried out in a blended learning scenario during the 2020/2021 academic year. In all groups, initially, a lecture class methodology was used, the teaching-learning process was evaluated and subsequently, the Flipped Classroom strategy was implemented, and the evaluation process was repeated. The purpose of this research, conducted as a case study, was to study the effects of the Flipped Classroom in relation to the academic output of the students and to find out about possible changes in motivation, perception, and self-regulation of the teaching-learning process. A triangulation of quantitative and qualitative instruments (EDIPE-A questionnaire, pre- and post-intervention, academic indicators, and student opinion in questionnaire and focus groups) has been conducted for the analysis. The results indicate that there has been an overall improvement in all indicators. The conclusions highlight the benefits of the flipped classroom in terms of performance, attitude, self-regulation, and student perception, showing the usefulness of the flipped classroom in this stage.
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