Flipped classroom como metodología de enseñanza y aprendizaje de estudios sociales

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Flipped classroom como metodología de enseñanza y aprendizaje de estudios sociales

Journal Title: RICEd: Revista de Investigación en Ciencias de la Educación - Year 2024, Vol 2, Issue 3

Abstract

This research addressed the problem of the lack of knowledge of the Inverted Classroom as an active methodology for teaching Social Studies. The objective was to know the didactic contribution of the Inverted Classroom in the improvement of teaching and learning of Social Studies with tenth grade students of the “Ambato” Educational Unit in Ecuador. A qualitative and quantitative approach was applied for the analysis of the detected problem. The bibliographic-documentary research design allowed the compilation of data from several authors who have studied the subject and support the research. Likewise, the study is descriptive in that it specified the properties, characteristics and profiles of the teaching staff in charge of teaching the subject of Social Studies, who will be submitted to a teaching-learning proposal based on active methodologies such as the Inverted Classroom. The survey was used as a technique and the questionnaire as an instrument. The validity of the instrument was determined by the criteria of three experts who concluded that the established items are feasible to apply because the questions are clear and allow measuring the study variables. The reliability was automated by means of Cronbach's Alpha coefficient, calculated in the SPSS statistical program, obtaining a value of 0.879, which indicates that it is very reliable. Of the total of 9 teachers surveyed, only 11.1% stated that they always use various types of Inverted Classroom. With this result, the need for teachers to innovate their educational practice through the use of new active methods is evident, so a Methodological Guide was designed for the implementation of the inverted classroom in the teaching-learning processes of Social Studies, providing a solution to the problem presented. The proposal was validated by means of a pretest and posttest activity applied to 35 students of Tenth Year of General Basic Education. The Shapiro-Wilk test was used, since the data sample is less than 50. This test yielded a p-value of less than 0.05, indicating that the data do not follow a normal distribution. To determine if there was a difference between paired observations, the Wilcoxon Test was applied due to the non-parametric nature of the data. The results of the Wilcoxon Test confirmed a significant difference between the pretest and posttest, providing evidence that the inverted classroom improves student performance

Authors and Affiliations

Rosa Esperanza Salas Molina

Keywords

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EP ID EP761308
DOI https://doi.org/10.53877/riced2.3-12
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