La Clase Invertida y el Aprendizaje Cooperativo en el Rendimiento Estudiantil

The purpose of this study was to improve the performance of students using the teaching model of the flipped classroom. The participants were 18 students aged between 18 and 22 years who are pursuing a degree in systems engineering. Students are enrolled in the differential calculus course corresponding to the period 47 (October 2015 - March 2016) and the subject corresponds to the real number system. The procedure followed in this study was as follows: (1) At the beginning of the unit students were assessed with an entrance test. (2) The instruction was presented according to the pedagogical model of the inverted class. (3) The exit test was administered at the end of the unit. The time devoted to teaching this unit under this model of learning was 4 hours. The t-paired test was used to accept or reject the null hypothesis. The results show that students who are exposed to the pedagogical model of the inverted class, significantly improve the acquired learning.