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...

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Bibliographic Details
Authors: Fornons, Vicent, Palau, Ramon, Santiago, Raúl
Format: article
Publication Date:2021
Country:España
Institution:Universitat Politècnica de Catalunya (UPC)
Repository:UPCommons. Portal del coneixement obert de la UPC
Language:English
OAI Identifier:oai:upcommons.upc.edu:2117/357143
Online Access:https://hdl.handle.net/2117/357143
https://dx.doi.org/10.3926/jotse.1092
Access Level:Open access
Keyword:Flipped classrooms
Teaching -- Methodology
Education, Secondary
Mathematics -- Study and teaching
Flipped classroom
Mathematics
Learning style
Secondary education
Flipped learning
Classes inverses
Ensenyament -- Metodologia
Educació secundària
Matemàtica -- Ensenyament
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents
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oai_identifier_str oai:upcommons.upc.edu:2117/357143
network_acronym_str ES
network_name_str España
repository_id_str
spelling Secondary school students' perception according to their learning style of a mathematics flipped classroomFornons, VicentPalau, RamonSantiago, RaúlFlipped classroomsTeaching -- MethodologyEducation, SecondaryMathematics -- Study and teachingFlipped classroomMathematicsLearning styleSecondary educationFlipped learningClasses inversesEnsenyament -- MetodologiaEducació secundàriaMatemàtica -- EnsenyamentÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docentsThe 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 stylePeer ReviewedOmniaScience20212021-10-0120212021-11-26journal articlehttp://purl.org/coar/resource_type/c_6501NAhttp://purl.org/coar/version/c_be7fb7dd8ff6fe43info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/2117/357143https://dx.doi.org/10.3926/jotse.1092reponame:UPCommons. Portal del coneixement obert de la UPCinstname:Universitat Politècnica de Catalunya (UPC)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial 4.0 Internationalhttps://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessoai:upcommons.upc.edu:2117/3571432026-05-27T15:37:01Z
dc.title.none.fl_str_mv Secondary school students' perception according to their learning style of a mathematics flipped classroom
title Secondary school students' perception according to their learning style of a mathematics flipped classroom
spellingShingle Secondary school students' perception according to their learning style of a mathematics flipped classroom
Fornons, Vicent
Flipped classrooms
Teaching -- Methodology
Education, Secondary
Mathematics -- Study and teaching
Flipped classroom
Mathematics
Learning style
Secondary education
Flipped learning
Classes inverses
Ensenyament -- Metodologia
Educació secundària
Matemàtica -- Ensenyament
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents
title_short 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_sort Secondary school students' perception according to their learning style of a mathematics flipped classroom
dc.creator.none.fl_str_mv Fornons, Vicent
Palau, Ramon
Santiago, Raúl
author Fornons, Vicent
author_facet Fornons, Vicent
Palau, Ramon
Santiago, Raúl
author_role author
author2 Palau, Ramon
Santiago, Raúl
author2_role author
author
dc.subject.none.fl_str_mv Flipped classrooms
Teaching -- Methodology
Education, Secondary
Mathematics -- Study and teaching
Flipped classroom
Mathematics
Learning style
Secondary education
Flipped learning
Classes inverses
Ensenyament -- Metodologia
Educació secundària
Matemàtica -- Ensenyament
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents
topic Flipped classrooms
Teaching -- Methodology
Education, Secondary
Mathematics -- Study and teaching
Flipped classroom
Mathematics
Learning style
Secondary education
Flipped learning
Classes inverses
Ensenyament -- Metodologia
Educació secundària
Matemàtica -- Ensenyament
Àrees temàtiques de la UPC::Ensenyament i aprenentatge::Metodologies docents
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
publishDate 2021
dc.date.none.fl_str_mv 2021
2021-10-01
2021
2021-11-26
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
NA
http://purl.org/coar/version/c_be7fb7dd8ff6fe43
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/2117/357143
https://dx.doi.org/10.3926/jotse.1092
url https://hdl.handle.net/2117/357143
https://dx.doi.org/10.3926/jotse.1092
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
https://creativecommons.org/licenses/by-nc/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial 4.0 International
https://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv OmniaScience
publisher.none.fl_str_mv OmniaScience
dc.source.none.fl_str_mv reponame:UPCommons. Portal del coneixement obert de la UPC
instname:Universitat Politècnica de Catalunya (UPC)
instname_str Universitat Politècnica de Catalunya (UPC)
reponame_str UPCommons. Portal del coneixement obert de la UPC
collection UPCommons. Portal del coneixement obert de la UPC
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,300724

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