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Herramientas didácticas para mejorar el rendimiento académico

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dc.contributor.author Arrobas Velilla, Teresa es_ES
dc.contributor.author Cazenave Sánchez, Jose Ignacio es_ES
dc.contributor.author Cañizares Díaz, Juan Ignacio es_ES
dc.contributor.author Fernández Serrat, María Luisa es_ES
dc.date.accessioned 2020-02-25T09:10:43Z
dc.date.available 2020-02-25T09:10:43Z
dc.date.issued 2014-12-26 es_ES
dc.identifier.issn 1887-4592 es_ES
dc.identifier.uri http://hdl.handle.net/10251/137715
dc.description.abstract [EN] The “flipped classroom” is a new teaching methodology model that seeks to reverse the way learning contents are delivered to students in order to promote the subject understanding by working at home. The aim of the study is to analyze whether the implementation with “flipped classroom” is useful as a teaching tool to improve academic performance and if it is dependent on the sex of participants. We have a sample of 75 kinesiology students (55% male and 46% female) and 98 of obstetrics (94% women and 4% men), between 20-24 years. They performed three tests in the academic semester: 1st test, control group N = 164; 2nd test, introduction from class to class on paper; 3 test, introduction of web platform. The average score of the first test was 3.86 ± 0.78 and confidence interval (3.74-3.99), second test average score was 4.12 ± 0.87 and confidence interval (3.99-4.26) and third test average score was 4.92 ± 0.94 and interval confidence (4.77- 5.05). An analysis of variance was done obtai es_ES
dc.description.abstract [ES] El flipped classroom es un nuevo modelo metodológico docente que trata de invertir la forma en que los contenidos de aprendizaje se entregan a los alumnos para favorecer el entendimiento de la materia mediante un trabajo en casa .El objetivo del estudio es analizar si la implantación del ”flippedd classroom” es útil como herramienta docente para mejorar el rendimiento académico y si este es dependiente del sexo. Contamos con una cohorte de 75 alumnos de kinesiología (55% hombres y 46% mujeres) y 98 de obstetricia (94%mujeres y 4% hombres) de ambos sexos entre los 20-24 años. Se les realizo tres pruebas en el semestre académico, 1ºprueba, grupo control N=164, 2 prueba, introducción de clase a clase en papel, 3 pruebas, introducción de plataforma web. La nota media de la primera prueba fue 3,86± 0.78 e intervalo de confianza (3.74-3.99) la de la segunda prueba fue 4.12± 0.87 intervalo de confianza (3.99-4.26) y de la tercera prueba 4.92±0.94 e intervalo de confianza (4.77- 5.05.) Se real es_ES
dc.language Español es_ES
dc.publisher Universitat Politècnica de València es_ES
dc.relation.ispartof REDU. Revista de Docencia Universitaria es_ES
dc.rights Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
dc.subject Test es_ES
dc.subject Flipped classroom es_ES
dc.subject Students es_ES
dc.subject Teaching es_ES
dc.subject Learning es_ES
dc.subject Clase al revés es_ES
dc.subject Prueba es_ES
dc.subject Alumnos es_ES
dc.subject Docencia es_ES
dc.subject Aprendizaje es_ES
dc.title Herramientas didácticas para mejorar el rendimiento académico es_ES
dc.title.alternative Teaching tools to improve academic performance. es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.4995/redu.2014.5633 es_ES
dc.rights.accessRights Abierto es_ES
dc.description.bibliographicCitation Arrobas Velilla, T.; Cazenave Sánchez, JI.; Cañizares Díaz, JI.; Fernández Serrat, ML. (2014). Herramientas didácticas para mejorar el rendimiento académico. REDU. Revista de Docencia Universitaria. 12(4):397-413. https://doi.org/10.4995/redu.2014.5633 es_ES
dc.description.accrualMethod OJS es_ES
dc.relation.publisherversion https://doi.org/10.4995/redu.2014.5633 es_ES
dc.description.upvformatpinicio 397 es_ES
dc.description.upvformatpfin 413 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 12 es_ES
dc.description.issue 4 es_ES
dc.identifier.eissn 1887-4592 es_ES
dc.relation.pasarela OJS\5633 es_ES
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