Abstract:

The study examines the impact of the flipped classroom methodology on the learning of university mathematics students in Ecuador, drawing on the experiences of more than 2,400 undergraduates from diverse academic programs and backgrounds. Using an exploratory, descriptive, and explanatory design, the research combined institutional academic records with a structured diagnostic questionnaire that included Likert-scale items, single-choice questions, and several open-ended prompts intended to capture students’ perceptions, attitudes, and suggestions for improvement. This instrument, partially inspired by established educational evaluation frameworks, served as the main tool for assessing how students engaged with pre-class activities such as videos, guided tasks, and short quizzes, and how they perceived the value of interactive, problem-solving-oriented classroom sessions. Statistical analyses incorporated Student’s t-tests to explore differences between male and female students, showing significantly more positive evaluations among women, and Bonferroni post-hoc comparisons to investigate variations across age groups, revealing that younger students consistently expressed stronger acceptance of the methodology than those in the 19-21 age range or older cohorts. Results indicate that most students felt better prepared for class, developed a deeper understanding of mathematical concepts, and experienced greater autonomy and engagement as a result of the flipped model. Nevertheless, qualitative responses highlight important nuances: while many valued the flexibility to learn at their own pace, revisit videos, and participate more actively during class, others struggled with increased personal responsibility, limited time, difficulty adapting to non traditional teaching formats, or technological constraints. Students from public secondary schools tended to report a more favorable perception of the methodology than those from private institutions, suggesting that prior educational environments shape attitudes toward innovative instructional approaches. Participants also expressed interest in having more practice materials, clearer explanations of expectations, and greater flexibility in deadlines to help manage the demands of pre-class preparation. Overall, the findings demonstrate that the flipped classroom can meaningfully enhance learning in mathematics when supported by coherent planning, well-structured resources, and explicit guidance for students transitioning from teacher-centered to active learning pedagogies. Moreover, the statistical evidence provided by t-tests and Bonferroni analyses underscores the importance of considering demographic and contextual factors when implementing active-learning strategies in higher education, particularly in developing country settings where students’ prior experiences, technological access, and study habits may vary widely. The study contributes to understanding how this methodology functions within a large, heterogeneous student population and highlights the need for ongoing refinement of instructional materials and support systems to ensure that all learners benefit from the transition to more participatory and autonomous forms of learning.

Keywords:

Flipped Classroom, Mathematics education, Higher Education, Educational technology.