Learning about internal combustion engines, an analysis from the perspective of the Flipped Classroom in technical education
DOI:
https://doi.org/10.46734/revcientifica.v6i1.71Keywords:
inverted classroom, technical education, educational innovation, academic achievementAbstract
OBJECTIVE: to diagnose the state of learning of the subject Internal Combustion Engines in two groups, one with ordinary teaching and the other where the Inverted Classroom methodology is applied, then to evaluate the difference by means of descriptive and statistical approaches. METHOD: it corresponds to a descriptive assessment with box and violin diagrams, Kolmogorov-Smirnov test to assess normality and, finally, t-test for independent data to assess the difference between groups. RESULTS: it is determined that in the Post-test, the control group has a mean of 21 and the experimental group 28.409 points, a significant difference of 7.4091; by means of the t-test it is confirmed that the groups (A/B) in the second evaluation of knowledge carried out called Post-test show dissimilarity, with a significance level of 0.000. CONCLUSION: it was verified that the group to which the Inverted Classroom treatment was applied conceives a superior performance.
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