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Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree

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dc.contributor.authorSoria Vílchez, Alejandro
dc.contributor.authorPalazón-Herrera, José
dc.contributor.departmentExpresión Plástica, Musical y Dinámicaes
dc.date.accessioned2025-05-16T11:46:12Z
dc.date.available2025-05-16T11:46:12Z
dc.date.issued2021-04-09
dc.description© 2021 The Authors. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ This document is the Published Manuscript version of a Published Work that appeared in final form in Heliyon. To access the final edited and published work see https://doi.org/10.1016/j.heliyon.2021.e06702es
dc.description.abstractThe flipped classroom has become a fundamental methodological option in recent years to provide more personalized education opportunities. The aim of this study is to investigate the academic performance and the perception of the students on the flipped classroom model (FCM) in a course of Didactics of Music in Childhood Education. One of the two groups enrolled in this subject received a quarter of classroom hours. A total of 51 students were selected by means of convenience random sampling, who were divided during a semester into an experimental group (n = 24, flipped classroom methodology) and a control group (n = 27, traditional methodology). Using ANOVA and ANCOVA models and cumulative ordinal categorical models with various functions of the statistical software R, the results indicate that the group has studied under a traditional methodology showed statistically significant differences in the variables of learning climate, self-efficacy and cognitive commitment, but with no impact on academic performance. Students who have studied under the flipped classroom model achieved higher academic performance globally. At the end of the study, the results obtained in the light of other similar investigations are discussed.es
dc.formatapplication/pdfes
dc.format.extent9es
dc.identifier.citationHeliyon, 2021, Vol. 7, Issue 4 : e06702
dc.identifier.doihttps://doi.org/10.1016/j.heliyon.2021.e06702
dc.identifier.issnElectronic: 2405-8440
dc.identifier.urihttp://hdl.handle.net/10201/154716
dc.languageenges
dc.publisherElsevieres
dc.relationSin financiación externa a la Universidades
dc.relation.publisherversionhttps://www.sciencedirect.com/science/article/pii/S2405844021008057es
dc.rightsinfo:eu-repo/semantics/openAccesses
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectFlipped classroomes
dc.subjectEducational technologyes
dc.subjectAcademic performancees
dc.subjectMusic educationes
dc.titleStudents’ perception and academic performance in a flipped classroom model within Early Childhood Education Degreees
dc.typeinfo:eu-repo/semantics/articlees
dspace.entity.typePublicationes
relation.isAuthorOfPublicationd64cf9e7-93fb-4f10-acfe-0404a98b9d19
relation.isAuthorOfPublication.latestForDiscoveryd64cf9e7-93fb-4f10-acfe-0404a98b9d19
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