TY - GEN
T1 - Flipped Classroom to Improve the Learning of Mathematics in Students of the Public University of Lambayeque
AU - Cardenas, Diana Mercedes Castro
AU - Altamirano, Segundo Francisco Segura
AU - Bernaola, Merly Liliana Yataco
N1 - Publisher Copyright:
© 2023, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2023
Y1 - 2023
N2 - Usually, in the Mathematics courses in Engineering careers at universities, there are many disapproved students, and even those who pass lack adequate mastery of the developed topics. We consider that the causes of this problem are the lack of motivation that, along with traditional methods, do not favor student learning. For this reason, we propose the Flipped Classroom, with constructive alignment to improve students’ performance in these courses that will be measured using the SOLO Taxonomy, which allows evaluating different levels of learning. We use a quantitative approach with a pre-experimental design, applying a pre-test, followed by the traditional method, and, then, a post-test. In the second part of the course, we used the Flipped Classroom and compared the test results. We noticed a significant difference between the final grades of exam 1 (traditional method) and exam 2 (Flipped Classroom method), considering that the average value of the Flipped Classroom grade (14.7 ± 0.279 ) is much higher than the average value of the score when we used the traditional method (12.5 ± 0.279 ). We then affirm that when we use Flipped Classroom, the students achieve a better performance than the traditional method.
AB - Usually, in the Mathematics courses in Engineering careers at universities, there are many disapproved students, and even those who pass lack adequate mastery of the developed topics. We consider that the causes of this problem are the lack of motivation that, along with traditional methods, do not favor student learning. For this reason, we propose the Flipped Classroom, with constructive alignment to improve students’ performance in these courses that will be measured using the SOLO Taxonomy, which allows evaluating different levels of learning. We use a quantitative approach with a pre-experimental design, applying a pre-test, followed by the traditional method, and, then, a post-test. In the second part of the course, we used the Flipped Classroom and compared the test results. We noticed a significant difference between the final grades of exam 1 (traditional method) and exam 2 (Flipped Classroom method), considering that the average value of the Flipped Classroom grade (14.7 ± 0.279 ) is much higher than the average value of the score when we used the traditional method (12.5 ± 0.279 ). We then affirm that when we use Flipped Classroom, the students achieve a better performance than the traditional method.
KW - Constructive alignment
KW - Flipped classroom
KW - SOLO Taxonomy
KW - Student performance
KW - Traditional method
UR - https://www.scopus.com/pages/publications/85135009299
U2 - 10.1007/978-3-031-04435-9_45
DO - 10.1007/978-3-031-04435-9_45
M3 - Contribución a la conferencia
AN - SCOPUS:85135009299
SN - 9783031044342
T3 - Smart Innovation, Systems and Technologies
SP - 443
EP - 450
BT - Proceedings of the 7th Brazilian Technology Symposium, BTSym 2021 - Emerging Trends in Human Smart and Sustainable Future of Cities Volume 1
A2 - Iano, Yuzo
A2 - Saotome, Osamu
A2 - Kemper Vásquez, Guillermo Leopoldo
A2 - Cotrim Pezzuto, Claudia
A2 - Arthur, Rangel
A2 - Gomes de Oliveira, Gabriel
PB - Springer Science and Business Media Deutschland GmbH
T2 - 7th Brazilian Technology Symposium, BTSym 2021
Y2 - 8 November 2021 through 10 November 2021
ER -