Abstract:

The use of flipped classroom methodology has increased recently, however, in engineering courses, the use is limited and there is currently only limited research. The purpose of this study is to compare the academic results obtained in groups using a flipped classroom model and groups using traditional model in university engineering students and see if there is a gender influence.

The flipped classroom technique was applied in three groups (01, 31 and 32) of a third-year subject called "Thermotechnics", while in the other two groups (02 and 61) the traditional classroom was used. The subject corresponds to the Degree in Industrial Technology Engineering, taught at the Faculty of Engineering Bilbao, University of the Basque Country (UPV/EHU).

In the flipped classroom model developed, students have watched videos on the YouTube platform before each classroom session. In addition, at the beginning of each session, the Socrative tool is used to test the students' knowledge before the class. Face-to-face class time is devoted to a brief review of the concepts explained in the video, with special emphasis on the errors detected in the linked activity, followed by problem solving by groups of students. While, in the traditional methodology, the teacher explains the lesson and solves the problems, with the students as passive actors in the learning process.

The aim of this study is to present quantitative results of the effect of the flipped classroom in engineering with special attention to the gender of the students. The results show that the flipped classroom model has a direct impact on students' grades, especially for female students, who show significant differences when compared to males in the same group. Students in the flipped classroom group also attended more exams than the others, as these students are likely to feel more confident in the knowledge they have acquired.

Keywords:

Flipped teaching, active learning, gender differences, higher education.