THE FLIPPED CLASSROOM AND ITS IMPACT ON MEANINGFUL LEARNING OF DERIVATIVES IN IMPLICIT FUNCTIONS (#1994)

Authors

Caballero Barros, Enrique Javier

Alvarez Alvarez, Illych Ramses

Gavilanes Gomez, Diana Belen

Ponce Suarez, Evelyn Carol

Guarin Jimenez, Diana Patricia

Corder Portilla, Sandra Victoria

Abstract

This research examines how the use of the flipped class to achieve significant learning of derivatives of implicit functions affects academic performance in fourth-semester students of the Pedagogy of Experimental Sciences of Mathematics and Physics at the University of Guayaquil. To achieve this objective, a quasi-experimental study was carried out, selecting two parallels from the fourth semester. One of the groups was taught through the flipped class, while the other was taught a traditional class on the same topic. Subsequently, the same test was administered to both groups and the results were compared. In the end, significant differences were observed in the means, with the mean, of the experimental group being higher than the control group.