EFFECT OF FLIP TEACHING ON STUDENTS' ACADEMIC PERFORMANCE IN PHYSICS LAB WORK

In recent years, a pedagogical model with a new approach, flip teaching (FT), has been introduced in Higher Education. This model, based on the constructivist theories proposed at the end of last century, places the focus on the student, and he/she is the responsible for his/her own learning, being the teacher who assists and guides in this process. The advances in the field of Information and Communications Technology , which have taken place in recent years, provide tools that allow a more individualized treatment of the students, favoring and promoting the FT application.

During the last academic year, this methodology has been applied in the laboratory sessions of different subjects, of the Electronic Industrial and Automatic Engineering degree of the Universitat Politècnica de València. In the present work, the results obtained in the Physics course in the mentioned degree are analyzed.

To evaluate the effectiveness of this innovation, the students' marks were analyzed in the last two courses in which the FT was applied, comparing them with those obtained in three previous courses, taught with traditional methodology (TM). From the obtained results an improvement in the marks in the FT courses can be observed. However, this improvement is not homogeneous for all students. When stratifying by academic levels, it is found that the tercil with the lowest rating is the one in which the improvement of the FT against the MT becomes more evident. These results are in line with those obtained by the authors in a previous study, focused on the ‘Electricity’ course in the same degree.