La clase invertida como estrategia pedagógica para el aprendizaje de la simplificación de fracciones aritméticas para estudiantes de décimo año de educación básica

Abstract

Abstract: The present research, entitled The Flipped Classroom as a Pedagogical Strategy for Learning the Simplification of Arithmetic Fractions, had as its general objective to analyze the effect of implementing the flipped classroom approach in tenth-grader students of Basic General Education at "Eugenio Espejo" High School, located in La Victoria, Las Lajas canton, El Oro province. The study was conducted with a sample of 28 students, who were divided into a control group and an experimental group, using a quasi-experimental design with pretest and posttest application. The research employed inductive, analytical, and synthetic methods. Bibliographic and field research techniques were applied; the latter was carried out using a survey technique, with a questionnaire validated by experts as the primary instrument. The results revealed that the flipped classroom strategy had a positive impact on learning the simplification of fractions, as it fostered better theoretical understanding and, at the same time, enhanced students autonomy, motivation, and sense of achievement.