Leccion quizizz

Flipped Versus Traditional

classroom and student

achievement in engineering: The

influence of gender.

Multiple Choice

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• 25%

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

• 1- INTRODUCTION

 1.1. Motivations. The why of the paper
 1.2. The objective of the paper

2- METHODOLOGY

 2.1 Definition of the methodology carried out
 2.2 Flipped learning methodology
 2.3 Traditional methodology

• 3- RESULTS

 3.1. Results of the methodology carried out
 3.3. Results course 2021/22

4- CONCLUSIONS

INDEX

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

Introduction

1

1.1. Motivations. The why of the paper:

•
The use of traditional the expository methodology predominates in
current university curricula.
•
The role of the students is usually predominantly passive and
therefore not encourage the practice and development of the
essential skills required in the labor market.
•
Some new methodologies have emerged due to the incorporation of
computers into daily activities, Flipped Classroom.
•
This methodology is based on an attempt to turn the traditional
system upside down, with theoretical activities outside the classroom
and practical activities in the classroom.

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

Introduction

1

1.2. The objective of the paper

•
Compare the academic results of students of the 3rdcourse subject "Thermotechnics" by comparing the
success rates and performance rates between groups in which the subject has been implemented with the
flipped classroom technique.,with special attention to the gender of the students.

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

Methodology

2

• This study was conducted during the academic year
2021-2022, with five groups of students. Groups 01-31
and 32 (132 students) used the flipped methodology
(FC), and the other two groups 02 and 61, with 106
students, used a traditional methodology (TD).

2.1 Definition of the methodology carried out

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

2

Methodology

2.2. Flipped clasroom methodology

•
The flipped classroom (FC) model is based on a blended, active pedagogy, which encourages students' out-of-
classroom preparation for interactive lessons. In FC, firstly, a series of video tutorials are being developed to
complement the work carried out in the classroom. The students then study individually to be prepared to
participate in class activities. Secondly the process of acquiring theoretical knowledge is evaluated
systematically and programmed throughout the four-month period using the "Socrative" application. Finally,
the students through team learning activities and problem solving devote class time to deepening
understanding and assimilation of knowledge.

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

2

Methodology

2.3. Traditional clasroom methodology

• Two 90-minute sessions were held per week. In the first session,
with the help of power point, the subject was explained and in the
second session the teacher carried out exercises.

• The resources available to this group were basically the same as for
the FC; however, accessibility to the material was free from the first
day, and they have access to the material.

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

Results

3

•
In this section the results obtained during the 2021/22 academic year
are presented.

•
The data is from the subject of Thermotechnics which has five groups,
groups 01 and 02 taught in Spanish language, groups 31 and 32
taught in Basque and group 61 taught in English (238 students).

•
Groups 01, 31 and 32 the flipped classroom technique has been
applied, while in groups 02 and 61 it has not been implemented.

3.1. Results of the methodology carried out

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

Results

3

3.2. Results course 2021/22

Data on the average grade obtained with respect to the total number of students with respect to the group and
gender, of the subject of Thermotechnics obtained during the academic year 2021-22:

Women obtain better marks than men in the five
groups analyzed, regardless of the type of
teaching

used,

traditional

methodology

or
flipper

techniques,

and

regardless

of

the
language used.

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

Results & Conclusions

3

3.3. Results course 2021/22

Results of the subject after the final exam. Abbreviations: FC, flipped group; TD, traditional group:

Male

Female

Group

TD

FC

TD

FC

Mean

6.49

5.86

6.87

6.49

Standard deviation

1.81

2.13

1.43

1.91

Median

6.63

6.41

6.78

6.82

Presented/enrolled (%)

71.60

79.75

35.29

85.19

Approved/presented (%)

89.66

77.78

100

91.30

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

Results & Conclusions

3

3.3. Results course 2021/22

Results of the final comparison inside groups:

TD

FC

p value – U-Mann-Whitney

0.84

0.08

•
The results of the women were better than those of the men in the same group.

•
This influence is not the same when the students' gender is considered. While the results for females
are better on the FC in all comparisons, the same is not true for males.

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Flipped Versus Traditional classroom and student achievement in engineering: The

influence of gender

Conclusions

4

•
FC

methodology

present

better

values

in

the

performance

rate
(approved/enrolled) and in the success rate (approved/presented). Groups
01, 31 and 32 present values around 80% in performance rate while the
groups that have followed the conventional methodology have values close to
70%.
•
The Flipped methodology requires a high level of student involvement and a
greater commitment to the subject.
•
The effects of FC on all these elements of the educational process result in the
achievement of more meaningful learning, with a better understanding and
comprehension of what has been learned.
•
While female results were better in the FC for all comparisons, the same was
not true for men. The methodology tends to be more appropriate for women.
The differences obtained are statistically significant for the final grades of the
subject.
•
The results are clearly influenced by the methodology used and also by the
gender of the students.

4. Conclusions