Impact of the flipped classroom methodology on academic performance in Science and Technology education.

Abstract

The study aimed to determine the impact of the flipped classroom methodology on academic performance in the Science and Technology area among secondary school students in the Ayacucho region. A quantitative approach was used, with an applied type and a quasi-experimental design including pretest and posttest with two non-equivalent groups. The sample consisted of 40 students equally divided into an experimental group, which received instruction through the flipped classroom methodology, and a control group that continued with traditional teaching. An academic performance test was applied, validated through expert judgment, and obtained a Cronbach’s Alpha reliability coefficient of 0.86. Data were analyzed using descriptive and inferential statistics, specifically the Mann-Whitney U test. Results showed statistically significant differences in favor of the experimental group (U = 5.5; p < .001), demonstrating improvements in the dimensions of scientific inquiry, explanation of the physical world, and design of technological solutions. It is concluded that the flipped classroom methodology promotes active, autonomous, and meaningful learning, becoming an effective pedagogical strategy to strengthen scientific competencies among secondary education students.