Uso del aula invertida en el aprendizaje de las funciones lineales y su impacto en el rendimiento académico de los estudiantes de octavo año

Abstract

Abstract: This research evaluates the impact of the flipped classroom model on the learning of linear functions among secondary school students at the "San Pio X" Educational Unit in Loja, Tungurahua Province. Using a quantitative approach and a quasi-experimental design, the model compared a control group using traditional methodology and an experimental group using the flipped classroom. The results show a significant improvement in the academic performance of the experimental group, with 75% correct answers compared to 57.5% for the control group, demonstrating that the methodology fosters more active and participatory learning. Furthermore, the satisfaction survey revealed high levels of acceptance (96%) due to its ability to generate interest, autonomy, and collaboration. Ultimately, the study concludes that the flipped classroom is an effective strategy for teaching algebra by integrating innovative technologies and teaching roles. It recommends its application in other mathematical areas. This contribution highlights the importance of adapting active methodologies in educational contexts to enhance meaningful learning.