Estudio comparativo entre metodología de aula invertida y metodología tradicional en clases de español, inglés y matemáticas
Artículo
Materias > Educación
Universidad Internacional Iberoamericana México > Investigación > Artículos y libros
Universidad Internacional Iberoamericana Puerto Rico > Investigación > Producción Científica
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La presencia de nuevos avances tecnológicos en el ámbito educativo, exigen una intensa intervención y adaptación hacia el uso de metodologías relacionadas con las tecnologías de la información y las comunicaciones (TICs) que contribuyan al mejoramiento del rendimiento académico de los estudiantes. El objetivo de este artículo fue comprobar si existió un impacto favorable en el rendimiento escolar con el uso de la metodología de Aula Invertida en comparación con el uso de la metodología tradicional en los estudiantes de los niveles noveno y décimo grado en los cursos de español, inglés y matemáticas. Por otro lado, también se intentó dar una breve descripción del concepto de Aula invertida con la revisión de algunas aportaciones de investigadores como aporte hacia el estudiante y al profesorado. Este estudio es de corte cuantitativo y con un diseño cuasi-experimental. La muestra fue de 116 estudiantes y se dividió en grupo control (grupos de 65 estudiantes) y grupo experimental (grupos de 51 estudiantes) de cada asignatura con un total de 116 estudiantes. Como variable independiente, los instrumentos aplicados fueron sobre el rendimiento académico de cada unidad (pruebas pre-post), cuyos resultados fueron analizados utilizando la prueba estadística t de Student para comprobar su fiabilidad. Para el análisis estadístico se utilizó la aplicación IBM SPSS Versión 22. Con respecto a los resultados obtenidos, no se observó una diferencia estadísticamente significativa entre las pruebas pre-post entre los grupos experimental y grupos control motivos que se darán a conocer dentro de la discusión y conclusión del texto. Nunca he visto esto en un resumen, lo normal es que las pongan aquí.
metadata
Schmeisser, Carolina y Medina-Talavera, José
mail
cschmeisser@boscotech.edu, jose.medina@unini.org
(2018)
Estudio comparativo entre metodología de aula invertida y metodología tradicional en clases de español, inglés y matemáticas.
MLS Educational Research, 2 (2).
pp. 159-176.
ISSN 26035820
Resumen
La presencia de nuevos avances tecnológicos en el ámbito educativo, exigen una intensa intervención y adaptación hacia el uso de metodologías relacionadas con las tecnologías de la información y las comunicaciones (TICs) que contribuyan al mejoramiento del rendimiento académico de los estudiantes. El objetivo de este artículo fue comprobar si existió un impacto favorable en el rendimiento escolar con el uso de la metodología de Aula Invertida en comparación con el uso de la metodología tradicional en los estudiantes de los niveles noveno y décimo grado en los cursos de español, inglés y matemáticas. Por otro lado, también se intentó dar una breve descripción del concepto de Aula invertida con la revisión de algunas aportaciones de investigadores como aporte hacia el estudiante y al profesorado. Este estudio es de corte cuantitativo y con un diseño cuasi-experimental. La muestra fue de 116 estudiantes y se dividió en grupo control (grupos de 65 estudiantes) y grupo experimental (grupos de 51 estudiantes) de cada asignatura con un total de 116 estudiantes. Como variable independiente, los instrumentos aplicados fueron sobre el rendimiento académico de cada unidad (pruebas pre-post), cuyos resultados fueron analizados utilizando la prueba estadística t de Student para comprobar su fiabilidad. Para el análisis estadístico se utilizó la aplicación IBM SPSS Versión 22. Con respecto a los resultados obtenidos, no se observó una diferencia estadísticamente significativa entre las pruebas pre-post entre los grupos experimental y grupos control motivos que se darán a conocer dentro de la discusión y conclusión del texto. Nunca he visto esto en un resumen, lo normal es que las pongan aquí.
Tipo de Documento: | Artículo |
---|---|
Palabras Clave: | Tecnología, metodología de aula inversa, rendimiento escolar |
Clasificación temática: | Materias > Educación |
Divisiones: | Universidad Internacional Iberoamericana México > Investigación > Artículos y libros Universidad Internacional Iberoamericana Puerto Rico > Investigación > Producción Científica |
Depositado: | 14 Jun 2022 23:30 |
Ultima Modificación: | 14 Jun 2022 23:30 |
URI: | https://repositorio.unini.edu.mx/id/eprint/2359 |
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