Aula invertida como estrategia de enseñanza aprendizaje en trigonometría y su incidencia en el rendimiento académico de los estudiantes de segundo año de bachillerato

Abstract

Abstract: The objective of this study was to analyze the use of the inverted classroom as a teaching-learning strategy for Trigonometry and its impact on the academic performance of second-year high school students from the Los Ilinizas Private Educational Unit. For this, the research started from the positivist paradigm using the quantitative approach, being a type of correlational research, quasi-experimental design, and the descriptive-explanatory method, where 52 second-year high school students from the educational center in mention; to whom two surveys and two tests were applied to affirm or not the hypothesis. The main results determined that the group was unaware of this methodological strategy, but there was a significant degree of satisfaction after being applied in the subject of Trigonometry, which indicates that their level of motivation to learn increased, and a better interaction process was generated. with the teacher. It is concluded, in this way, that the inverted classroom had a medium to medium-high impact on academic performance, a positive result; although not decisive.