This study focuses on the Flipped Classroom (FC) methodology in secondary education, evaluating its impact in relation to different contextual variables of the educational system. The hypotheses explore whether variables such as the type of educational institution, the teacher's area of expertise, their experience and training, age, the classroom layout and the academic semester within the school year, impact the adoption of the FC.
For this purpose, information was collected by means of a questionnaire that contemplated aspects of students, educational institutions and teachers, in addition to observing the use of FC in classrooms. The questionnaire contains predominantly closed questions with the idea of encouraging a quantitative study methodology.
After analyzing the results, statistically significant differences were found in the use of FC between private and subsidized centers versus public ones. The age of the teacher also proved to be an influential factor, with greater adoption of FC among teachers under 40 years of age. The teaching specialty of knowledge was also a significant factor, with greater use of FC in the areas of English Language and Professional Training compared to others such as Mathematics, Spanish Language and Literature or Biology.
These results indicate that the implementation of FC is uneven, influenced by the type of school, the age of the teachers and their specialization. Our research underlines the need to provide adequate resources and continuous training, especially in public schools, to foster the equitable adoption of innovative educational methodologies such as FC.
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How to cite: Estévez-Méndez, J. L., Díaz Palencia, J. L., Sánchez Sánchez, A., & Roa González, J. (2024). Evaluation of contextual variables in the implementation of the flipped classroom methodology in secondary education. [Evaluación de variables contextuales en la implementación de la metodología flipped classroom en educación secundaria]. RIED-Revista Iberoamericana de Educación a Distancia, 27(2),pp. 317–337. https://doi.org/10.5944/ried.27.2.38980
