Implementación de la Metodología de Aula Invertida para el aprendizaje de ecuaciones de primer grado para alumnos de Noveno año

Abstract

Abstract: This research analyzes the flipped classroom methodology in the teaching-learning process of first-degree equations for ninth-grade students. The primary motivation for conducting this research stems from the problems students encounter when approaching this topic using the traditional method. To validate the hypothesis, an experimental study was conducted with a population of 50 students, divided into two groups: the first, called the control group, where the flipped classroom methodology was applied, and the second, called the control group, which maintained the traditional teaching model. Students in the experimental group were assigned to review videos, develop interactive platforms, complete study guides, and do practice exercises. Consequently, they shared their knowledge in class and actively participated in groups. The final results showed a significant improvement in academic performance, as well as greater student motivation to learn independently, demonstrating greater confidence in the teaching-learning process.