Articles producció científica> Pedagogia

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

  • Datos identificativos

    Identificador: imarina:9217454
    Autores:
    Vicent FornonsRamon Palau MartínRaúl Santiago
    Resumen:
    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.
  • Otros:

    Autor según el artículo: Vicent Fornons; Ramon Palau Martín; Raúl Santiago
    Departamento: Pedagogia
    Autor/es de la URV: Palau Martin, Ramon Felix
    Palabras clave: Secondary education Mathematics Learning style Flipped learning Flipped classroom
    Resumen: 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.
    Áreas temáticas: Science and technology studies Pedagogical & educational research Education Computer science applications Ciencias sociales
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: ramon.palau@urv.cat
    Identificador del autor: 0000-0002-9843-3116
    Fecha de alta del registro: 2024-07-27
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: http://www.jotse.org/index.php/jotse/article/view/1092
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    Referencia al articulo segun fuente origial: Journal Of Technology And Science Education. 11 (2): 227-244
    Referencia 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 del artículo: 10.3926/jotse.1092
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2021
    Tipo de publicación: Journal Publications
  • Palabras clave:

    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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