Flipped classroom methodology and autonomous learning in students of the Faculty of Sciences – UNE

Abstract

The objective of the study was to determine the incidence of the flipped classroom methodology in the autonomous learning of chemistry, physics and biology students of the Faculty of Sciences of the Enrique Guzmán y Valle National University of Education, period 2021. Regarding the methodology of research, the quantitative approach was applied, type of applied research was of non-experimental, explanatory, causal design. The population-sample consisted of 37 students and the selection of the sample was intentional. For data collection, two questionnaires were used, both with a Likert-type scale, the statistical treatment used non-parametric tests and for the verification of the hypotheses, the Linear Regression test statistic was used. The results are favorable and are shown at a descriptive and inferential level. It is concluded that the methodology of the inverted classroom favorably affects the development of autonomous learning in students of chemistry, physics and biology, both globally and the methodology of the virtual classroom at the level of activities inside the classroom and outside the classroom favorably affects in autonomous learning and in the dimensions. Statistically the causal relationship is significant.