Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom
The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration betwee...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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OmniaScience
2021-04-01
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| Series: | Journal of Technology and Science Education |
| Subjects: | |
| Online Access: | http://www.jotse.org/index.php/jotse/article/view/1092 |
| _version_ | 1818643452565389312 |
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| author | Vicent Fornons Ramon Palau Raúl Santiago |
| author_facet | Vicent Fornons Ramon Palau Raúl Santiago |
| author_sort | Vicent Fornons |
| collection | DOAJ |
| description | The Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style. |
| first_indexed | 2024-12-16T23:59:11Z |
| format | Article |
| id | doaj.art-f8aa1e54adda4af9a9f24933ff7dfdf5 |
| institution | Directory Open Access Journal |
| issn | 2013-6374 |
| language | English |
| last_indexed | 2024-12-16T23:59:11Z |
| publishDate | 2021-04-01 |
| publisher | OmniaScience |
| record_format | Article |
| series | Journal of Technology and Science Education |
| spelling | doaj.art-f8aa1e54adda4af9a9f24933ff7dfdf52022-12-21T22:11:07ZengOmniaScienceJournal of Technology and Science Education2013-63742021-04-0111222724410.3926/jotse.1092255Secondary school students’ perception according to their learning style of a mathematics Flipped ClassroomVicent Fornons0Ramon Palau1Raúl Santiago2Departament d’Educació de la Generalitat de CatalunyaProfesor e investigador Universitat Rovira i Virgili Facultat de Ciències de l’Educació i Psicologia Grup de Recerca ARGETProfesor Titular (Area DOE) Universidad de La RiojaThe Flipped Classroom (FC) has been gaining prominence over the past few years. Many articles have shown that the FC increases the interaction between students and between the teacher and students, allowing different learning rhythms, facilitating access to materials, increasing collaboration between students and enhancing active learning. The present research looks at how students perceive the FC based on their learning style. The research was carried out with a sample consisting of two groups of third-year compulsory secondary education students (37 students in total) in the subject of mathematics. A quantitative methodology was used. At the beginning of the term, all students were given a questionnaire (CHAEA) to determine their learning style. At the end of term they were given a questionnaire (Driscoll) on their perception of the FC . The results show that students with a theoretical style of learning value the uses of the FC more positively and perceive greater interaction with peers and the teacher. However, students with a reflective learning style rate the FC lowest and have a the worse perception of the different key characteristics of the FC. In all statements, most students answered that they agree or very agree. These results are in line with those obtained by other authors in other contexts. This study brings certain nuances to the existing literature on the perception of the FC based on the students’ learning style.http://www.jotse.org/index.php/jotse/article/view/1092flipped classroom, mathematics, learning style, secondary education, flipped learning |
| spellingShingle | Vicent Fornons Ramon Palau Raúl Santiago Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom Journal of Technology and Science Education flipped classroom, mathematics, learning style, secondary education, flipped learning |
| title | Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom |
| title_full | Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom |
| title_fullStr | Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom |
| title_full_unstemmed | Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom |
| title_short | Secondary school students’ perception according to their learning style of a mathematics Flipped Classroom |
| title_sort | secondary school students perception according to their learning style of a mathematics flipped classroom |
| topic | flipped classroom, mathematics, learning style, secondary education, flipped learning |
| url | http://www.jotse.org/index.php/jotse/article/view/1092 |
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