Aula invertida y su incidencia en el aprendizaje de la asignatura de Matemática del Décimo Año EGB

Abstract

Abstract: The inverted classroom is a methodology that implies a radical change in the way students acquire knowledge by encouraging active participation, autonomy and collaborative work where the student is the protagonist of his own learning. The objective of this study is to analyze the influence of the Inverted Classroom on the learning of Mathematics in the Tenth Year of General Basic Education (EGB). For this purpose, a quasi-experimental research design was used to measure learning through academic performance, as well as a pretest posttest. A quantitative descriptive and correlational approach was used, and bibliographic review and survey techniques were employed to collect information. Two types of surveys were applied: one on the contents of the subject and the other on the perception of the inverted classroom methodology. The results indicated that the inverted classroom methodology improved the academic performance of students in the mathematics subject and also the perception was positive towards the use of this methodology. In short, the inverted classroom has a positive impact on student learning compared to the traditional methodology.