Relationship Between Academic Performance, Socio-Academic Background, and Student Perception of Flipped Learning in University Education

Abstract

This study aimed to  explore the potential relationship between academic performance, socio-academic background, and student perception of the Flipped Learning (FL) pedagogical strategy over a five-year period in a health related subject.  The goal was to identify the actual benefits of FL in university education. A total of 385 students participated in this longitudinal study, with 77.7% having prior experience with FL. It was observed that students with a higher grade in secondary education and with economic benefits approved in a higher percentage, while students from private schools presented a higher failure rate in the same subject. In addition, a direct association between positive perception and approval was observed in higher courses, but not in freshmen years , where the use of FL did not have the expected effects. By comparing student performance, academic background, socioeconomic conditions, and perception, it was concluded that FL is effective  for higher-level students but not for those in initial courses. These findings prompt reflection on the significance of context in implementing pedagogical innovations and highlight the need for further research in university education.