Articles producció científica> Pedagogia

Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom

  • Dades identificatives

    Identificador: imarina:9217454
    Autors:
    Vicent FornonsRamon Palau MartínRaúl Santiago
    Resum:
    The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.
  • Altres:

    Autor segons l'article: Vicent Fornons; Ramon Palau Martín; Raúl Santiago
    Departament: Pedagogia
    Autor/s de la URV: Palau Martin, Ramon Felix
    Paraules clau: Secondary education Mathematics Learning style Flipped learning Flipped classroom
    Resum: The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.
    Àrees temàtiques: Science and technology studies Pedagogical & educational research Education Computer science applications Ciencias sociales
    Accès a la llicència d'ús: https://creativecommons.org/licenses/by/3.0/es/
    Adreça de correu electrònic de l'autor: ramon.palau@urv.cat
    Identificador de l'autor: 0000-0002-9843-3116
    Data d'alta del registre: 2024-07-27
    Versió de l'article dipositat: info:eu-repo/semantics/publishedVersion
    Enllaç font original: http://www.jotse.org/index.php/jotse/article/view/1092
    URL Document de llicència: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referència a l'article segons font original: Journal Of Technology And Science Education. 11 (2): 227-244
    Referència de l'ítem segons les normes APA: Vicent Fornons; Ramon Palau Martín; Raúl Santiago (2021). Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom. Journal Of Technology And Science Education, 11(2), 227-244. DOI: 10.3926/jotse.1092
    DOI de l'article: 10.3926/jotse.1092
    Entitat: Universitat Rovira i Virgili
    Any de publicació de la revista: 2021
    Tipus de publicació: Journal Publications
  • Paraules clau:

    Computer Science Applications,Education
    Secondary education
    Mathematics
    Learning style
    Flipped learning
    Flipped classroom
    Science and technology studies
    Pedagogical & educational research
    Education
    Computer science applications
    Ciencias sociales
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