Effect of the methodological combination based on flipped classroom and peer instruction on the grades of university students of Physical Activity and Sports Sciences
DOI:
https://doi.org/10.47197/retos.v0i41.83984Keywords:
flipped classroom; academic achievement; undergraduates; peer instruction; assessment.Abstract
The development of new teaching-learning methods in higher education require the contribution of scientific evidence that indicates whether these types of methodologies are effective. The aim of this study was to assess the effect of an intervention programme based on the combination of flipped classroom and peer instruction on the grades of university students in an academic subject. Fifty-two university students of the 3rd course of Physical Activity and Sports Sciences Degree participated in this quasi-experimental study. The contents of the subject were taught through three lessons by a methodological combination of flipped classroom and peer instruction in the experimental group, while in the control group the same contents and number of lessons were taught following a traditional methodology. The students' grades were measured in a part of the subject by means a theoretical exam to assess the effectiveness of the two types of methodologies implemented. The results of the study showed a positive and significant association between receiving lessons with the methodological combination and getting the different exam questions right. Therefore, the combination of this methodologies seems to be more effective than the traditional methodology for improving the understanding in university students.
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