Abstract:

Laboratory sessions play a central role in STEM (Science, Technology, Engineering and Mathematics) education. However, in many undergraduate courses, laboratory activities are still conducted through traditional methodologies, where students follow predefined procedures and submit a report after the session, often with limited prior preparation and a relatively passive role during the experiment.

This work presents an educational innovation project aimed at transforming physics laboratory sessions through the implementation of flipped learning and other active learning strategies. The project is currently being developed in the physics laboratory courses of engineering degrees delivered by the Department of Applied Physics of the University of Valladolid (Spain), involving more than 200 undergraduate students enrolled in Computer Engineering and a double degree in Computer Engineering and Statistics.

Accordingly, the study examines whether the integration of flipped learning resources in laboratory sessions enhances students' preparation, engagement and academic performance.

The pedagogical approach combines elements of flipped learning, collaborative learning and structured formative assessment. A quasi-experimental design is implemented to evaluate the impact of the methodology. Students are divided into two groups following different instructional approaches. The control group follows the traditional model, performing the experiment during the laboratory session and submitting a report afterwards. The experimental group follows an active learning model based on prior preparation and in-class completion of the experimental work.

Before each laboratory session, students in the experimental group must prepare a short pre-report that includes the analysis of the experimental objectives, the derivation of relevant equations and the preparation of data processing tools. This preparation phase is supported by short audiovisual learning materials, specifically developed for this innovative project, explaining the experimental setup, the measurement procedure and the data analysis process. These audiovisual resources are available to all students, including those in the control group, allowing their usefulness and usage patterns to be analyzed across both groups.

During the laboratory session, students work in pairs and complete the experiment. Students in the experimental group analyze the data and submit a final report within the same session, whereas those in the control group prepare and submit a report after the laboratory session. In addition, brief oral interactions with the instructor are used to assess individual understanding and participation.

The impact of the methodology is evaluated through several indicators, including laboratory grades, pre- and post-tests of conceptual understanding, and student perception surveys. Previous pilot experiences implementing similar active learning strategies in these laboratory courses have shown a noticeable improvement in student performance and engagement when flipped-learning elements are introduced. The present project aims to validate these preliminary observations through a more systematic comparison between control and experimental groups.

The project is currently ongoing, and the final results and analysis will be presented at EDULEARN 2026.

Keywords:

Active learning, Flipped learning, Physics laboratory education, Quasi-experimental design, STEM education, Student engagement.