Flipped Classroom for Learning First-Degree Equations in Eleventh Grade Students

Abstract

The objective of this study was to describe the impact of the flipped classroom methodology on learning first-degree equations in eleventh grade students in San José, Costa Rica. Based on theories such as meaningful learning (Ausubel), cognitive constructivism (Piaget), self-directed learning (Knowles) and social learning (Vygotsky), a quantitative study was designed with a pre-experimental design. and descriptive. A pretest, an intervention, and a posttest were applied to a population of 195 students. The intervention consisted of the application of the flipped classroom, using digital resources for autonomous review before face-to-face classes. Theoretical and practical aspects of first-degree equations were evaluated, revealing significant improvements in the understanding and application of the equations, and a reduction in the percentage of students with low scores. Despite the challenges observed in solving equations and problems, the study concluded that the flipped classroom methodology had a positive impact on the learning of first-degree equations. These results support its pedagogical effectiveness and suggest its implementation in teaching mathematics and the exact sciences, where this approach could significantly enhance learning.