Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

Jesús López Belmonte, Arturo Fuentes Cabrera, Juan Antonio López Núñez and Santiago Pozo Sánchez
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Jesús López Belmonte: Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
Arturo Fuentes Cabrera: Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
Juan Antonio López Núñez: Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain
Santiago Pozo Sánchez: Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain

Mathematics, 2019, vol. 7, issue 12, 1-14

Abstract: Educational technology is achieving great potential in the formative processes of today’s society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs.

Keywords: ICT; educational innovation; digital learning; mixed learning; experimentation; methodological contrast; learning impact; didactic benefits; secondary education (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2019
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