Hinojo-Lucena, F.J.; Mingorance-Estrada, Á.C.; Trujillo-Torres, J.M.; Aznar-Díaz, I.; Cáceres Reche, M.P. Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts. Sustainability2018, 10, 1334.
Hinojo-Lucena, F.J.; Mingorance-Estrada, Á.C.; Trujillo-Torres, J.M.; Aznar-Díaz, I.; Cáceres Reche, M.P. Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts. Sustainability 2018, 10, 1334.
Hinojo-Lucena, F.J.; Mingorance-Estrada, Á.C.; Trujillo-Torres, J.M.; Aznar-Díaz, I.; Cáceres Reche, M.P. Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts. Sustainability2018, 10, 1334.
Hinojo-Lucena, F.J.; Mingorance-Estrada, Á.C.; Trujillo-Torres, J.M.; Aznar-Díaz, I.; Cáceres Reche, M.P. Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts. Sustainability 2018, 10, 1334.
Abstract
This research analyzes the Physical Education students’ degree of academic performance with the incorporation of active methodologies, specifically the flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focuses on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors is conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlationally motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students’ achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.
Keywords
flipped classroom; methodological change; ICT
Subject
Social Sciences, Education
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.