CONTENT LEARNING IN PRIMARY EDUCATION DEGREE BY MEANS OF FLIPPED CLASSROOM

Introduction:
Development of teaching innovation aims at enhancing the limitations of learning processes to optimize the assimilation of knowledge in education community. Advancement of society creates the need to implement new teaching methods in accordance with new times to increase attention in students and to improve the individualization of teaching that allow to maximize class time.
Flipped Classroom facilitates to change the structure of traditional classes to make student the true protagonist of the learning process. This method consists of combining the traditional model with the explanations of teacher in class and the acquisition of contents that the student will prepare at home with videos prepared by the teacher. Increasing the responsibility and involvement the students at home with the contents will allow the teacher to dedicate the class time to carry out more other activities to exchange knowledge and ideas among the students, to enhance activities aimed at promoting exploring, solving doubts... In addition, students will be able to spend more time reviewing the contents, in class since the teacher will be able to give more attention to individual needs and at home reproducing the videos as many times as they need.
In the present study, a quasi-experimental research has been carried out with the objective of comparing the assimilation of contents between a traditional lesson with another taught with Flipped Classroom method.

Materials and methods:
The sample comprised 64 students (48% men, 52% women) from Primary Education Degree. The control group, consisted of 35 students, received a class with traditional methodology of direct instruction and Flipped Classroom was carried out with experimental group, consisted of 29 students.
Before each lesson, a pre-test was conducted to evaluate the students' knowledge about the contents. After the master's lesson, students in the control group performed the post-test to evaluate the content learned. Students in the experimental group performed the post-test after the Flipped class that the teacher directed after all the students saw the video at home.
Results were analyzed using SPSS Statistics v.22 software. The statistical test applied was Student t test to compare the results inter and intra groups.

Results:
Both control and experimental groups improved their results statistically significant (p<0.001). Students who learned with traditional method scored a mean of 4.26±1.60 points in the pre-test and a mean of 6.31±1.57 in the post-test. In the other hand, students who received the lesson with Flipped Classroom method, had a mean of 2.86±1.46 point in the pre-test and a mean of 8.31±1.28 point in the post-test. In order to know which of the two methods there was greater assimilation of knowledge the difference of both post-tests was analyzed and statistically significant differences between Flipped Classroom and control group were found (p<0.001).

Conclusions:
This study showed that knowledge acquisition is guaranteed with both traditional teaching methods and Flipped Classroom. However, the level of knowledge increased significantly more with this new methodology where the student participates actively in the learning process.