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Analysis of Academic Results from Implementation of a Flipped Learning Methodology in a Subject in Higher Engineering Education
- Source :
-
European Journal of Education . 2024 59(2). - Publication Year :
- 2024
-
Abstract
- Flipped learning (FL) has positive effects on the teaching-learning process. Nevertheless, and given that it is a relatively new methodology, it still raises some misgivings. This work aims to highlight the potential of FL by the analysis of academic results in a subject in higher engineering education and, thus, to contribute to overcome possible misgivings. Methods were based on statistical analysis, using Pearson's correlation coefficient (PCC), and comparative analysis using graphs. Data from eight academic years were analysed, three with traditional methodology and five with FL. Influence of specific factors, such as participation in FL activities, on students' performance over time has been identified. FL has a very positive impact on students' academic performance and the active participation of students' results in a significant increase in the pass rate as well as in the quality of learning. These improvements have increased over time despite challenges such as the COVID-19 pandemic.
Details
- Language :
- English
- ISSN :
- 0141-8211 and 1465-3435
- Volume :
- 59
- Issue :
- 2
- Database :
- ERIC
- Journal :
- European Journal of Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1425502
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1111/ejed.12611