Flipped Classroom to Improve the Learning of Mathematics in Students of the Public University of Lambayeque

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.