Aprendizaje invertido como estrategia didáctica en el rendimiento académico de estudiantes de básica superior

Abstract

The flipped classroom has become an increasingly popular didactic strategy in education, especially in students' academic performance, because of its potential to increase motivation, participation, and the level of learning within upper basic education. This research aims to demonstrate how the flipped classroom aids the academic performance of upper basic education students. The methodology was a systematic literature review study using the PRISMA method, and the UNESCO and ERIC thesaurus was employed to obtain the vocabulary to support the research topic. Using the RAYYAN tool, a selection was conducted to include articles contributing to the research while excluding those irrelevant to the study. Additionally, digital databases from the Catholic University of Cuenca, such as Scopus, Web of Science, and ProQuest, were chosen to develop the research topic. Twenty articles were selected, all of which addressed the flipped classroom as a didactic strategy to improve the academic performance of upper basic education students. These studies revealed that the flipped classroom has proven to be an effective strategy for improving the academic performance of upper basic education students by incorporating elements and games to increase motivation, participation, and academic performance, facilitating more dynamic and engaging learning. Keywords: active participation, intrinsic motivation, deep understanding, skill development, performance improvement