The Impact of Flipped Classroom as a Learning Strategy for Linear Functions on High School Students

Abstract

Introduction: The current state of education and the low academic performance of students require teachers to apply new teaching and learning strategies with the aim of enhancing the quality of the educational process.

Objective: The primary objective of this research is to analyze whether the Flipped Classroom methodology improves the learning of linear functions in high school students.

Methods: A quantitative and descriptive research approach was employed, using a field and cross-sectional design. The techniques and instruments utilized included observation and diagnostic and final evaluations applied to the students. The population consisted of 141 first-year high school students, with a sample of 33 students for both the control and experimental groups. The control group underwent traditional methodology, while the experimental group participated in the Flipped Classroom approach based on didactic sequences, engaging in both synchronous and asynchronous activities. The parametric Student's T-test for independent groups was employed to determine if there was a significant difference between the groups and their academic performance.

Results: Following the pedagogical intervention, it was evident that students in the experimental group improved their academic performance. They also successfully completed the proposed activities, achieving and mastering the required learning objectives.

Conclusions: The Flipped Classroom not only enhances academic performance but also fosters student motivation to learn, making them protagonists in the construction of their own knowledge.