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

The 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...

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Detalhes bibliográficos
Autores: Palazón Herrera, J, Soria Vílchez, Alejandro
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2021
País:España
Recursos:Universidad de Sevilla (US)
Repositório:idUS. Depósito de Investigación de la Universidad de Sevilla
OAI Identifier:oai:idus.us.es:11441/173833
Acesso em linha:https://hdl.handle.net/11441/173833
https://doi.org/10.1016/j.heliyon.2021.e06702
Access Level:Acceso aberto
Palavra-chave:Flipped Classroom
Educational technology
Academic performance
Music education
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spelling Students’ perception and academic performance in a flipped classroom model within Early Childhood Education DegreePalazón Herrera, JSoria Vílchez, AlejandroFlipped ClassroomEducational technologyAcademic performanceMusic educationThe 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 ¼ 24, flipped classroom methodology) and a control group (n ¼ 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 discussedElsevierEducación ArtísticaHUM259: Intervención en Grupos Sociales-Educación y Juventud2021info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://hdl.handle.net/11441/173833https://doi.org/10.1016/j.heliyon.2021.e06702reponame:idUS. Depósito de Investigación de la Universidad de Sevillainstname:Universidad de Sevilla (US)InglésHeliyon, 7 (4), e06702.https://dx.doi.org/10.1016/j.heliyon.2021.e06702info:eu-repo/semantics/openAccessoai:idus.us.es:11441/1738332026-06-17T12:51:07Z
dc.title.none.fl_str_mv Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree
title Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree
spellingShingle Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree
Palazón Herrera, J
Flipped Classroom
Educational technology
Academic performance
Music education
title_short Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree
title_full Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree
title_fullStr Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree
title_full_unstemmed Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree
title_sort Students’ perception and academic performance in a flipped classroom model within Early Childhood Education Degree
dc.creator.none.fl_str_mv Palazón Herrera, J
Soria Vílchez, Alejandro
author Palazón Herrera, J
author_facet Palazón Herrera, J
Soria Vílchez, Alejandro
author_role author
author2 Soria Vílchez, Alejandro
author2_role author
dc.contributor.none.fl_str_mv Educación Artística
HUM259: Intervención en Grupos Sociales-Educación y Juventud
dc.subject.none.fl_str_mv Flipped Classroom
Educational technology
Academic performance
Music education
topic Flipped Classroom
Educational technology
Academic performance
Music education
description The 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 ¼ 24, flipped classroom methodology) and a control group (n ¼ 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
publishDate 2021
dc.date.none.fl_str_mv 2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv https://hdl.handle.net/11441/173833
https://doi.org/10.1016/j.heliyon.2021.e06702
url https://hdl.handle.net/11441/173833
https://doi.org/10.1016/j.heliyon.2021.e06702
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Heliyon, 7 (4), e06702.
https://dx.doi.org/10.1016/j.heliyon.2021.e06702
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
dc.source.none.fl_str_mv reponame:idUS. Depósito de Investigación de la Universidad de Sevilla
instname:Universidad de Sevilla (US)
instname_str Universidad de Sevilla (US)
reponame_str idUS. Depósito de Investigación de la Universidad de Sevilla
collection idUS. Depósito de Investigación de la Universidad de Sevilla
repository.name.fl_str_mv
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