El aula invertida en el aprendizaje de progresiones aritméticas en estudiantes de segundo de bachillerato

Abstract

The purpose of this study was to analyze the contribution of the flipped classroom to the learning of arithmetic progressions among 12th-grade students at a public school in the Lago Agrio canton, in the city of Nueva Loja, Ecuador. The study was conducted using a quantitative approach with a quasi-experimental and statistical design; in addition, pretests and posttests were used for data collection. The sample was selected through convenience sampling, taking into account criteria of accessibility and feasibility, and consisted of 40 students (n=40), divided into an experimental group and a control group. The results showed that the flipped classroom made a statistically significant and positive contribution to learning arithmetic progressions; thus, the experimental group showed an increase in performance, rising from 6.98 points on the pretest to 8.06 points on the posttest, representing a gain of 1.08 points; in contrast, the control group showed a decrease, falling from 7.10 points on the pretest to 6.85 points on the posttest. Furthermore, an inferential statistical test was included to confirm statistical significance; this included tests such as Student’s t-test for paired samples, t-test for independent samples, ANCOVA, analysis of differences of differences, and confidence intervals. The intervention was of limited duration; the results should be interpreted in light of the exploratory and contextual nature of the study, but they serve as a basis for considering the application of this methodology in future research.