scholarly journals Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education

Mathematics ◽  
2019 ◽  
Vol 7 (12) ◽  
pp. 1226 ◽  
Author(s):  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan López Núñez ◽  
Santiago Pozo Sánchez
Keyword(s):  
Secondary Education ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Study Groups ◽  
Control Group ◽  
Traditional Teaching ◽  
Flipped Learning ◽  
Mathematics Students ◽  
Pedagogical Innovation ◽  
Set Up

Educational technology is achieving great potential in the formative processes of today’s society. Flipped learning is considered as a pedagogical innovation derived from the technological influence in learning spaces. The general objective of the research is to analyze the effectiveness of flipped learning on a traditional teaching and learning approach in the subject of Mathematics. To achieve this objective, an experimental design of a descriptive and correlational type has been followed through a quantitative research method. Two study groups have been set up. In the control group, the contents have been imparted from a traditional perspective, and in the experimental group, innovation has been applied through the use of flipped learning. The sample of participants has been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used for data collection. The results reflect that the application of flipped learning has obtained better assessment in established attitudinal and mathematical indicators. It is concluded that with the use of flipped learning, motivation and skills are increased in the analysis and representation of graphs.

scholarly journals Educational Potentials of Flipped Learning in Intercultural Education as a Transversal Resource in Adolescents

Religions ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 53 ◽  
Author(s):  
Arturo Fuentes Cabrera ◽  
María Elena Parra-González ◽  
Jesús López Belmonte ◽  
Adrián Segura-Robles
Keyword(s):  
Quantitative Research ◽  
Teaching And Learning ◽  
Ad Hoc ◽  
Study Groups ◽  
Intercultural Education ◽  
Control Group ◽  
Teaching Methodology ◽  
Flipped Learning ◽  
Innovative Teaching ◽  
Set Up

The evolution of technology in the educational field has resulted in the emergence of new ways of teaching and learning, adapted to the formative characteristics of a digital era. This is the case of Flipped Learning (FL), an innovative teaching methodology that uses technology to carry out instructional action and change learning moments and spaces. The objective of this study is to verify the effectiveness of FL on a traditional methodology without the use of digital resources in teaching content related to intercultural education. A quantitative research method has been followed by an experimental design. Two study groups have been set up. With the control group a traditional training methodology has been used, and with the experimental group an innovative one, through FL. A total of 60 students of the 4th level of Secondary Education from an educational center in Ceuta (Spain) have participated. An ad hoc questionnaire derived from other validated instruments has been used for data collection. The findings show that the FL has achieved better results in the different dimensions analyzed. Therefore, it is concluded that the implementation of innovative training actions such as FL can obtain better results in academic indicators than a traditional methodology.

scholarly journals Effect of Bring-Your-Own-Device Program on Flipped Learning in Higher Education Students

2020 ◽  
Vol 12 (9) ◽  
pp. 3729 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López-Belmonte ◽  
Antonio-José Moreno-Guerrero ◽  
José María Sola Reche ◽  
Arturo Fuentes Cabrera
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Three Dimensions ◽  
Bring Your Own Device ◽  
Control Group ◽  
Flipped Learning ◽  
Education Students ◽  
Training Plan ◽  
Quasi Experimental

The “bring your own device” (BYOD) program is positioned as one of the fastest-emerging methods to solve accessibility problems in the flipped learning methodology. The objective of the study is to analyze the potential of a training plan through inverted learning using the BYOD program compared to inverted learning without BYOD. A quasi-experimental design was carried out on a sample of 118 Higher Education students. A questionnaire was used as an instrument for data collection. The results show that the assessments of the study groups, both control and experimental, are at medium–high levels, which shows a significant incidence of the teaching and learning methodologies applied in both groups. There are only three dimensions in which a distance is observed between the groups’ assessments: motivation and autonomy, which were better valued by the experimental group, and class time, which was better valued by the control group. The study concludes that there are no great differences between the teaching methodologies applied in the groups that were subjected to experimentation, except in terms of motivation and autonomy, making these methodologies reliable for the development of these dimensions.

scholarly journals Academic Effects of the Use of Flipped Learning in Physical Education

2019 ◽  
Vol 17 (1) ◽  
pp. 276 ◽  
Author(s):  
Francisco Javier Hinojo Lucena ◽  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan Manuel Trujillo Torres ◽  
Santiago Pozo Sánchez
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Teaching And Learning ◽  
Study Groups ◽  
Flipped Learning ◽  
Primary And Secondary Education ◽  
Educational Spaces ◽  
Information And Communication ◽  
Training Methodologies ◽  
Experimental Group

The technological characteristics of today’s society have favored the inclusion of information and communication technology (ICT) and the emergence of new training methodologies in educational spaces. This study addresses flipped learning as an innovative approach in the teaching and learning processes of physical education at two educational stages, primary and secondary education. The objective of this study is to analyze the effectiveness of flipped learning with respect to traditional methodology. A descriptive and correlational experimental research design was used through a quantitative perspective. Two study groups were established, one control (traditional methodology) and one experimental (flipped learning) in each educational stage. A total of 119 students from an educational center in Ceuta (Spain) participated. These participants were chosen intentionally. The data were collected through a questionnaire. The results show that the experimental group obtained better evaluations in the academic indicators, highlighting the motivation, autonomy, and interactions between the different agents. Regarding the effectiveness of flipped learning according to the educational stage, its potential was demonstrated in both stages, highlighting a significant improvement in autonomy in secondary education.

scholarly journals Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

Mathematics ◽  
2020 ◽  
Vol 8 (9) ◽  
pp. 1586
Author(s):  
Arturo Fuentes-Cabrera ◽  
María Elena Parra-González ◽  
Jesús López-Belmonte ◽  
Adrián Segura-Robles
Keyword(s):  
Achievement Motivation ◽  
Quantitative Research ◽  
Study Groups ◽  
Control Group ◽  
Learning Anxiety ◽  
Training Methodology ◽  
Learning Mathematics ◽  
Traditional Training ◽  
Group A ◽  
Set Up

Nowadays, different methodologies are booming in the field of education, and active gamification-based methodologies such as the Escape Room are an example of these methodologies, which is the base of this research. The purpose of this research is to analyze the effectiveness of the use of an Escape Room as an active methodology to learn mathematics. A quantitative research method was performed through an experimental design. Two study groups were set up. With the control group, a traditional training methodology was used, and with the experimental group, an innovative one was used through an Escape room experience. A total of 62 students of the 3rd level of Secondary Education from an educational center in Ceuta (Spain) participated. Results show how the experience developed through the escape room improved achievement, motivation and autonomy in a significant way. It has also reduced learning anxiety significantly. It is concluded that the use of the Escape room in Mathematics improves learning achievement, anxiety, motivation and autonomy, with gender being a variable to be taken into account, especially in motivation and autonomy. Therefore, the escape room has a greater potential than a traditional methodology in Mathematics.

scholarly journals Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

2020 ◽  
Vol 17 (7) ◽  
pp. 2224 ◽  
Author(s):  
Jesús López-Belmonte ◽  
Adrian Segura-Robles ◽  
Arturo Fuentes-Cabrera ◽  
María Elena Parra-González
Keyword(s):  
Problem Solving ◽  
Teaching And Learning ◽  
Study Groups ◽  
Technical Aspect ◽  
Control Group ◽  
Flipped Learning ◽  
Negative Effect ◽  
Group 2 ◽  
Training Methodologies

Innovation has allowed for and developed new ways of teaching and learning. Gamification is among the new training methodologies, which is a didactic approach based on the game structure with an attractive component for students. Within gamification, flipped learning and problem-based learning, escape rooms can be found as a technical aspect, which is focused on providing enigmas and tracks for the various educational content that students have assimilated through learning based on problem solving. The aim of this study is to identify how the use of gamification with the use of educational escape rooms affects activation and absence of a negative effect on students. 61 Master students of the Autonomous City of Ceuta participated in this case study. They were divided into three study groups (1 control group; 2 experimental groups) that followed different formative actions (control group—traditional; experimental groups—escape rooms). To achieve the objectives, a mixed research design based on quantitative and qualitative techniques was followed. The instrument used for data collection was the GAMEX (Gameful Experience Scale). The results reveal that the students who had taken a gamified formative action through escape rooms obtained better assessment results in the indicators concerning motivation, teamwork, commitment, activation, and absence of a negative effect on the learning process than those with the traditional methodology.

scholarly journals Gamification as a Methodological Complement to Flipped Learning—An Incident Factor in Learning Improvement

2020 ◽  
Vol 4 (2) ◽  
pp. 12 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Arturo Fuentes Cabrera ◽  
Juan Antonio López Núñez
Keyword(s):  
Teaching And Learning ◽  
Educational Innovation ◽  
Study Groups ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Learning Improvement ◽  
Validated Questionnaire ◽  
The Face ◽  
Quasi Experimental ◽  
Set Up

Educational innovation is a reality that is present in learning spaces. The use of emerging methodologies such as gamification and flipped learning has shown great potential in improving the teaching and learning process. This study aims to analyze the effectiveness of innovative mixed practices, combining gamification and flipped learning in the subject of Spanish Language and Literature against the isolated use of flipped learning. For this, a quasi-experimental design of descriptive and correlational type, based on a quantitative methodology has been carried out. For its development, two study groups (control-experimental) have been set up. The selected sample is of an intentional nature and was composed of 60 students of the fourth year of Secondary Education of an educational center in Southern Spain. The data has been collected through a validated questionnaire. The results determine that the complement of gamification in flipped learning has led to improvements in various academic indicators. It is concluded that the development of gamified actions in the face-to-face phase of flipped learning improves the motivation, interaction with teachers, and interactions of students.

scholarly journals Applying UTAUT in Predicting ESL Lecturers Intention to Use Flipped Learning

2021 ◽  
Vol 13 (15) ◽  
pp. 8571
Author(s):  
Siti Fatimah Abd Rahman ◽  
Melor Md Yunus ◽  
Harwati Hashim
Keyword(s):  
Second Language ◽  
Technology Acceptance ◽  
Structural Equation ◽  
Quantitative Research ◽  
Teaching And Learning ◽  
Equation Modeling ◽  
Learning Approach ◽  
Intention To Use ◽  
Flipped Learning ◽  
Use Of Technology

Flipped learning empowers learners to take an engaging role in learning while educators assist the learning process. The employment of flipped learning has been confirmed to enhance the teaching and learning of English as a second language in previous studies. This study aimed to explore the application of the unified theory of technology acceptance and use of technology towards ESL lecturers’ intention to use flipped learning. This study used a quantitative research framework where a set of online questionnaires was used in collecting the data. A total of 206 English as a second language lecturers from four different universities participated in this study. The data were analyzed using structural equation modeling. The result of this study indicates that only social influence is significant in predicting English as a second language lecturers’ intention to use the flipped learning approach. Furthermore, this study enriches the literature on 21st century education and the integration of technology in teaching and learning. In addition, this study could help educators and stakeholders in adapting or enhancing the flipped learning approach by distinguishing the distinct predictors of technology acceptance.

Comparing the Effectiveness of Using ICT for Teaching Geometrical Shapes in Kindergarten and the First Grade

2018 ◽  
Vol 13 (1) ◽  
pp. 50-63 ◽  
Author(s):  
Nicholas Zaranis
Keyword(s):  
Teaching And Learning ◽  
First Grade ◽  
Kindergarten Students ◽  
Information And Communications Technology ◽  
Control Group ◽  
Teaching Methodology ◽  
Traditional Teaching ◽  
Geometrical Shapes ◽  
Positive Effect ◽  
Experimental Group

The purpose of this study is to investigate if information and communications technology (ICT) helps to improve first grade and kindergarten students' basic geometry achievement. The author's research compares the level of geometrical competence of the first grade students and kindergarten students taught using an ICT oriented learning method specifically targeting ‘Realistic Mathematics Education' (RME) for geometry concepts, as opposed to traditional teaching methodology. The study dealt with first grade and kindergarten students in Crete and Athens. The experimental group of the consisted of 237 students who were taught shapes with the support of computers and the control group had 247 students. The results of the study indicated that teaching and learning through ICT is an interactive process for students at the first grade and kindergarten level and has a positive effect for the learning of shapes using the background of RME theory.

scholarly journals Is Organizing Knowledge Effective in Primary Education?

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Marisol Cueli ◽  
Ana Isabel Álvarez ◽  
Stephen Loew ◽  
Paloma González-Castro ◽  
Celestino Rodríguez
Keyword(s):  
Primary Education ◽  
Teaching And Learning ◽  
Reading Skills ◽  
Lexical Processing ◽  
Control Group ◽  
Traditional Teaching ◽  
Key Factors ◽  
Early School ◽  
Before And After ◽  
Key Aspects

The acquisition of reading comprehension abilities and written expression is one of the key factors among learning processes in which students show many difficulties. For this reason, it is necessary to implement effective intervention strategies from early school years. The program EPI.com is aimed at improving lexical, semantic, and syntactic processes related to the reading process. This work aims to analyze the efficiency of EPI.com in years 1&2 of Primary Education. Participants in the research were 62 students (ages 6–8), who were assigned to an Experimental Group (EG; 38 students receiving the EPI.com intervention) and a Control Group (CG; 24 following traditional teaching and learning methods). The Illinois Test of Psycholinguistic Abilities and the Peabody test were applied before and after the intervention was carried out. Results showed that the strategy was effective in EG in improving the psycholinguistic aspects measured by the ITPA, with better results in the variables related to syntactic and lexical processing. Taking the results into account, it was concluded that EPI.com allows students to improve the abilities relating to reading skills. Also, the results highlight the need to incorporate interventions aimed at favoring maturation in some key aspects at early ages.

scholarly journals Impact of Educational Stage in the Application of Flipped Learning: A Contrasting Analysis with Traditional Teaching

2019 ◽  
Vol 11 (21) ◽  
pp. 5968 ◽  
Author(s):  
Santiago Pozo Sánchez ◽  
Jesús López Belmonte ◽  
Antonio José Moreno Guerrero ◽  
Juan Antonio López Núñez
Keyword(s):  
Secondary Education ◽  
Ad Hoc ◽  
Teaching Method ◽  
Preschool Education ◽  
Traditional Teaching ◽  
Flipped Learning ◽  
Quantitative Methodology ◽  
Primary And Secondary Education ◽  
Data Collection Instrument ◽  
Autonomous Management

The effectiveness of flipped learning depends largely on student typology. This study analyzes the applicability of this approach, according to the characteristics inherent to students based on their educational stage. The objective of the research is to verify the effectiveness of flipped learning compared to a traditional methodology during the stages of preschool, primary, and secondary education. For this study, a descriptive and correlational experimental research design was followed, based on a quantitative methodology. Two types of analysis groups (control and experimental) were established in each of the mentioned educational stages. As a data collection instrument, a validated ad hoc questionnaire was applied to a sample of 168 students from the Autonomous City of Ceuta (Spain). The results show that the applicability of flipped learning is more positive in primary and secondary education when compared to a traditional teaching method. However, the results found in preschool education reflect the difficulties in adapting the model to the needs of the students of that stage, due to the difficulties in the autonomous management of digital teaching platforms and the requirement of a minimum level of abstraction to apply this approach.

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