Abstract:

The post-graduate level is oriented towards the formation of high-level human capital where they learn a set of relevant capabilities that allow them to design and implement strategies that affect the organizations in which they work. The objective of the study is to determine the effectiveness of the flipped classroom for the mathematical training of graduate level students. The research approach was quantitative with descriptive scope. The participants were post-graduate students in administration with a total of 25. A questionnaire was designed with a five-point Likert scale as an instrument to collect information. The organization of the data was based on descriptive statistics: mean (M) and standard deviation (SD) using the SPSS 25 statistical program. The main results obtained are: Identify the variables (M = 3.77, SD = 0.18); use mathematical terminology (M = 3.75, SD = 0.21); mathematical argument (M = 3.68, SD= 0.25); formulate the administrative solution strategy (M= 3.65, SD= 0.28). Satisfaction with the flipped classroom is: Promotes academic performance (M = 3.88, SD = 0.15); favors collaborative work (M = 3.85, SD= 0.18); encourages motivation for learning (M=3.82, SD= 0.19) and promotes the use of digital tools (M=3.80, SD= 0.22).

Keywords:

Flipped classroom, digital tools, mathematics training, post-graduate.