Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

  1. Fornons, Vicent 1
  2. Palau, Ramon 2
  3. Santiago, Raúl 3
  1. 1 Departament d’Educació de la Generalitat de Catalunya
  2. 2 Profesor e investigador Universitat Rovira i Virgili Facultat de Ciències de l’Educació i Psicologia Grup de Recerca ARGET
  3. 3 Profesor Titular (Area DOE) Universidad de La Rioja
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Revista:
JOTSE

ISSN: 2013-6374

Año de publicación: 2021

Volumen: 11

Número: 2

Páginas: 227-244

Tipo: Artículo

DOI: 10.3926/JOTSE.1092 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: JOTSE

Repositorio institucional: lock_openAcceso abierto Editor

Resumen

The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.

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Fuente de los datos: Dialnet