Flipped classroom with the use of technological resources: its effects on learning and attitude towards mathematics in a sample of Honduran students
Abstract
Technology is an integral part of the educational process, so it is necessary to know its effects on students’ performance and attitude towards mathematics. The present study sought to determine whether there is a significant difference in mathematical performance and attitude towards mathematics between a group in which the flipped class was used with technological resources and another one in which the traditional class was used. Thirty-eight students of the second year of Baccalaureate in Sciences and Humanities in a private school in Honduras participated in the study during the 2018-2019 school year. The research was quantitative, with a quasi-experimental design. The nonparametric Mann-Whitney U statistical test was used for two independent samples. A positive effect was found when applying the inverted class with the use of technological resources on academic performance and the attitude towards mathematics in its four dimensions: value, self-confidence, enjoyment, and motivation.
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References
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