Abstract
BackgroundThe flipped classroom (FC) is a pedagogical approach that means that the activities that have traditionally taken place within the classroom are carried out outside the classroom. Fundamentally it implies the way in which the student studies the subject. This change of perspective in teaching—learning has raised many questions regarding its effectiveness and student satisfaction in the university studies in the degree of Social Work.ObjectiveThe main objective of this study was to evaluate the effectiveness of a Flipped Classroom methodology in the academic performance of students of the Social Work Degree.MethodsAn educational study, with two parallel groups was developed. The randomization was carried out by class groups. Group 1 was assigned an active teaching methodology of Flip Teaching and it was implemented during theoretical teaching hours. The other group of students, Group 2, was assigned a traditional lecturer-based learning (LB) methodology. The participants were all the students of the morning shift who studied the subject Social Work with Groups of the Social Work Degree during the academic year 2017–2018. The sample was composed of 110 subjects, with 60 subjects who developed an active teaching methodology and 50 subjects who received a LB.ResultsIn terms of the academic performance result variable, the FT group had a mean of 6.56 (SD: 1.58) and the LB group had a mean of 5.42 (SD: 1.97) (p-value: 0.002). The FT group also had a higher percentage of students receiving merit and outstanding scores (34.5% and 6.9% respectively) and a lower percentage of students who failed (19%) as compared to the LB group in which 20.9% and 2.3% of the students received merit or outstanding grades and 46.5% failed (p-value = 0.025). No significant differences were found with regards to satisfaction with the subject and the methodology used, long-term learning and time spent preparing for the exam.ConclusionsThe FC teaching methodology in comparison with the LB methodology has shown to be a more effective tool regarding academic performance evaluated in a quantitative and qualitative way with regards to Social Work education at university level.
Highlights
In Europe, higher education has been modified in the last decades thanks to the creation of the European Higher Education Area (EES) developed through the Bologna Declaration [1], the Prague Declaration [2], the European Union Council Meeting [3] and the Lisbon Declaration [4]
An active learning methodology is the so-called Flipped Classroom (FC), which is consistent with a competency-based model [7]
The main objective of this study is to evaluate the effectiveness of a Flipped Classroom methodology in the academic performance of students of the Social Work Degree
Summary
In Europe, higher education has been modified in the last decades thanks to the creation of the European Higher Education Area (EES) developed through the Bologna Declaration [1], the Prague Declaration [2], the European Union Council Meeting [3] and the Lisbon Declaration [4]. According to the principles of FC teaching methodology, learning is at the center of the educational process, the student having a very active role, with the teacher guiding and facilitating the learning process. It implies the reorganization of activities according to the place where they are executed, that is, what was traditionally taught in the classroom, as this methodology is used outside the classroom. The flipped classroom (FC) is a pedagogical approach that means that the activities that have traditionally taken place within the classroom are carried out outside the classroom It implies the way in which the student studies the subject.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
