Aplicación del aula invertida en el aprendizaje de los sistemas de ecuaciones lineales y su impacto en el rendimiento académico de los estudiantes de Bachillerato General Unificado

Abstract

Abstract: This research analyzes the impact of the flipped classroom on the learning of concepts related to systems of linear equations among second-year students of the Unified General Baccalaureate. Using a positivist research paradigm and a quantitative approach, a pre-experimental, descriptive, and correlational study was conducted. Diagnostic assessment instruments (pre-test), formative assessment instruments (post-test), and a satisfaction survey were applied. The results obtained reflect a significant improvement in the understanding of systems of linear equations after implementing the active methodology (flipped classroom), as well as a positive perception regarding the clarity of the content and the usefulness of the proposed activities. The flipped classroom methodology allowed students to assume a more active role in a didactic manner, promoting autonomy, decision-making, and the consolidation of learning. It is concluded that the flipped classroom is an effective pedagogical alternative for promoting mathematical learning, especially in subjects that require logical reasoning and problem-solving, such as systems of linear equations.