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Open AccessArticle

Flipped Classroom to Improve University Student Centered Learning and Academic Performance

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Department of Didactics and School Organization, Faculty of Education and Sports Sciences, University of Granada, 52005 Melilla, Spain
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Department of Didactics of Corporal Expression, Faculty of Education and Sports Sciences, University of Granada, 52005 Melilla, Spain
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Department of Developmental and Educational Psychology, Faculty of Education and Sports Sciences, University of Granada, 52005 Melilla, Spain
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Author to whom correspondence should be addressed.
Soc. Sci. 2019, 8(11), 315; https://doi.org/10.3390/socsci8110315
Received: 29 August 2019 / Accepted: 13 November 2019 / Published: 15 November 2019
In recent years, educational research has focused on analyzing significant differences in the academic performance of university students according to the intervention model of the traditional methodology vs. the flipped classroom. This empirical-analytical research is based on a quasi-experimental design with non-equivalent groups. The results reveal significant differences on the average grades of university students; those participating in the flipped classroom obtained higher scores than students following a traditional methodology, regardless of the specialization. Moreover, this research concludes that the flipped classroom approach offers an opportunity to transform the traditional system by improving the classroom environment, the teaching-learning process and the student’s assessment. View Full-Text
Keywords: student evaluations of teaching; flipped classroom; academic performance; feedback student evaluations of teaching; flipped classroom; academic performance; feedback
MDPI and ACS Style

Mingorance Estrada, Á.C.; Granda Vera, J.; Rojas Ruiz, G.; Alemany Arrebola, I. Flipped Classroom to Improve University Student Centered Learning and Academic Performance. Soc. Sci. 2019, 8, 315.

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