Implementation of the flipped classroom and its longitudinal impact on improving academic performance

The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training process in relation to the traditional methodology over time, in order to establish baselines in the academic grades in both models. The research is of a quasi-experimental type of non-equivalent groups, with a longitudinal trend design in the data collection process. The entire available population has been selected, with 1.236 students participating, exploring the grades as an analytical resource, from the 2010/2011 to the 2019/2020 academic years. The results show statistically significant differences in the improvement of academic performance with the flipped classroom methodology. Furthermore, the results reinforce that the flipped teaching model effectively promotes students' interest, their capacity for autonomous learning and personal and cooperative relationships.

Automated summary

The objective of this study was to investigate the impact of the flipped classroom methodology on students' academic performance compared to the traditional methodology. The results, based on the analysis of academic grades from 1,236 students over a period of ten years (2010/2011 to 2019/2020 academic years), showed significant improvements in academic performance with the flipped classroom approach. Additionally, the results highlighted the effective promotion of student interest, autonomous learning ability, and personal and cooperative relationships through the flipped teaching model.