Flipped Classroom to Improve University Student Centered Learning and Academic Performance

Ángel Custodio Mingorance Estrada, Juan Granda Vera, Gloria Rojas Ruiz and Inmaculada Alemany Arrebola
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Ángel Custodio Mingorance Estrada: Department of Didactics and School Organization, Faculty of Education and Sports Sciences, University of Granada, 52005 Melilla, Spain
Juan Granda Vera: Department of Didactics of Corporal Expression, Faculty of Education and Sports Sciences, University of Granada, 52005 Melilla, Spain
Gloria Rojas Ruiz: Department of Didactics and School Organization, Faculty of Education and Sports Sciences, University of Granada, 52005 Melilla, Spain
Inmaculada Alemany Arrebola: Department of Developmental and Educational Psychology, Faculty of Education and Sports Sciences, University of Granada, 52005 Melilla, Spain

Social Sciences, 2019, vol. 8, issue 11, 1-14

Abstract: In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment.

Keywords: student evaluations of teaching; flipped classroom; academic performance; feedback (search for similar items in EconPapers)
JEL-codes: A B N P Y80 Z00 (search for similar items in EconPapers)
Date: 2019
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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