Effects of the flipped classroom on academic performance in Physics courses: a systematic review
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Abstract
This systematic review of intervention analyzed the existing evidence on the effect of the flipped classroom methodology (FC) on academic performance in Physics courses in secondary and university education. Based on a search in five databases and search engines: Scopus, Web of Science (WOS), ERIC, Google Scholar, and Google Chrome, from a total of 425 records initially found, 22 articles were selected for review. In most of the studies (n = 20), a greater learning gain was evidenced in Physics courses where some form of FC modality was implemented compared to those where the traditional teaching method or another approach was used. In addition, improvements were reported in motivation, conceptual understanding, technological skills, learning autonomy and self-concept, and a high degree of student acceptance of FC. In conclusion, the evidence analyzed suggests that the flipped classroom significantly improves academic performance in Physics courses.
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