Flipped Classroom as a Proposal to Improve the Academic Performance and Motivation of the Pupil in Physical Education

Abstract

The Flipped Classroom (FLIP) methodology has certain special features that favour teacher-student interaction through Information and Communication Technologies (TIC), it makes knowledges assimilate more deeply. The main objective or this study is to compare academic performance and students motivation of FLIP strategy with the traditional one (TRAD) in physical education. In order to carry out this research, a total of 51 students aged between 15 and 16 took body realized a pre-test of basketball knowledge, a post-test after applying the methodology and a pre and post motivation questionnaire (CMEF). The control group (TRAD) carried out the exercises in a traditional way and for the experimental group (FLIP) was used the EdPuzzle educational platform. The results show that, in the first place, it was not possible to make a comparison abut inter-group progress, since the difference between the two was significant (p<0. 05), so was carried out an intragroup analysis, the results evidence that both groups improved regarding the pre-test, regardless of sex, and in terms of motivation, were not reflected significant (p>0. 05) for both sexes, except the group male TRAD, that improved. As a conclusion, the FLIP methodology has not contributed more benefits in motivation, nor in the teaching-learning process of the students, obtaining similar results to less active methodologies.