Abstract
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.
Highlights
In today’s society, there is wide use of information and communication technology (ICT), being part of the usual practice in people’s daily lives [1]
It can be affirmed that ICT has become a fundamental means [10] for the teaching and learning processes that are currently being developed [11] and the creation of new spaces dedicated to training [12] and development of innovative learning experiences [13]
The variables with the highest score in the traditional methodology were the use of class time in primary education and the resolution of problems in secondary education
Summary
In today’s society, there is wide use of information and communication technology (ICT), being part of the usual practice in people’s daily lives [1]. All the great changes that have occurred in education in recent years have been caused by the use of technology in the service of the educational community [5] This has encouraged improvements in educational actions, increasing the motivation and availability of a wide list of techno-pedagogical resources [6,7]. It encourages better access to content for students [8], who welcome the use of ICT in their training process [9] In this sense, it can be affirmed that ICT has become a fundamental means [10] for the teaching and learning processes that are currently being developed [11] and the creation of new spaces dedicated to training [12] and development of innovative learning experiences [13]. All this is oriented to the search for quality in education, typical of an era digitalized in all areas [14]
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