Inverted classroom as an educational methodology in the learning of chemistry, National University of Education. Peru-2021

Abstract

The objective of the research was to determine the effect of the inverted classroom as an educational methodology in the learning process of General and Inorganic Chemistry in the students of the Faculty of Sciences of the National University of Education, with 19 students participating as a census sample, the design It was pre-experimental in which learning was evaluated with input and output instruments, through tests and analytical rubrics, and performance in order to measure conceptual, experimental and attitudinal competencies, demonstrating that satisfactory and exemplary levels of achievement ; they started in the conceptual with 5.26%, in the procedural 10.53%, in the attitudinal 10.53% and reached in the conceptual 36.85% in the procedural 94.74% in the attitudinal 78.95%. These results show that the flipped classroom as a methodology had a positive effect on student learning, a hypothesis that was accepted with a 95% confidence level through the Student's t-test. demonstrating that learning is strengthened with the inverted classroom methodology, especially in the procedural aspect followed by the attitudinal and conceptual, skills of great importance in chemical science.