| Summary: | The objective of this research was to determine the effectiveness of the flipped classroom methodology in improving the quality of learning of mathematical competencies among students of a graduate program in administration. The study employed a quantitative methodology with a quasi-experimental design in three phases: pretest, experiment, and posttest. The main results showed increases in mathematical achievement, and a significant difference was found between the experimental group (in which the flipped classroom was applied) and the control group (which followed the traditional method). The research concludes that the flipped classroom methodology is of greater benefit to the quality of student learning than traditional methods of teaching, in terms of the relevance, usefulness and quality of education received.
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