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Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts

Author

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  • Francisco Javier Hinojo-Lucena

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Ángel Custodio Mingorance-Estrada

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Juan Manuel Trujillo-Torres

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • Inmaculada Aznar-Díaz

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

  • María Pilar Cáceres Reche

    (Department of Didactics and School Organization, University of Granada, 18071 Granada, Spain)

Abstract

This research analyzed Physical Education students’ degree of academic performance with the incorporation of active methodologies, specifically flipped classroom mixed learning, restricted to evaluation periods in the months of June and September. The study focused on whether there are significant differences in this variable through the scores obtained. Through a simple random sampling, 131 students participated in this empiric-analytic research, using an ex-post-facto study with a retrospective design with quasi-control group. A robust test of averages comparison, multiple linear regressions and an evaluation of the relative importance of predictors was conducted. The results show how flipped classroom methodology linearly and positively influences academic performance and correlational motivation and support. As main conclusion, in a hybrid and digitalized learning context, the value of the consideration of active methodologies (flipped classroom) based on emerging pedagogies, allows improving students’ achievement and competence development, providing critical, significant, ubiquitous, transformational and especially motivating experiences.

Suggested Citation

  • Francisco Javier Hinojo-Lucena & Ángel Custodio Mingorance-Estrada & Juan Manuel Trujillo-Torres & Inmaculada Aznar-Díaz & María Pilar Cáceres Reche, 2018. "Incidence of the Flipped Classroom in the Physical Education Students’ Academic Performance in University Contexts," Sustainability, MDPI, vol. 10(5), pages 1-13, April.
    • Handle: RePEc:gam:jsusta:v:10:y:2018:i:5:p:1334-:d:143217
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    References listed on IDEAS

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    1. Max Albert, 2008. "Introduction," Conferences on New Political Economy,in: Max Albert & Stefan Voigt & Dieter Schmidtchen (ed.), Conferences on New Political Economy, edition 1, volume 25, pages 1-9 Mohr Siebeck, Tübingen.
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    Cited by:

    1. Cezary Kuśnierz & Aleksandra M. Rogowska & Iuliia Pavlova, 2020. "Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study," IJERPH, MDPI, vol. 17(16), pages 1-21, August.
    2. Clemente Rodríguez-Sabiote & Álvaro Manuel Úbeda-Sánchez & José Álvarez-Rodríguez & Daniel Álvarez-Ferrándiz, 2020. "Active Learning in an Environment of Innovative Training and Sustainability. Mapping of the Conceptual Structure of Research Fronts through a Bibliometric Analysis," Sustainability, MDPI, vol. 12(19), pages 1-18, September.
    3. Diana Marín-Suelves & Jesús Ramón-Llin & Vicente Gabarda, 2023. "The Role of Technology in Physical Education Teaching in the Wake of the Pandemic," Sustainability, MDPI, vol. 15(11), pages 1-13, May.

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