CONTENT LEARNING IN PRIMARY EDUCATION DEGREE BY MEANS OF FLIPPED CLASSROOM

Advancement of society creates the need to implement new teaching methods in accordance with new times to increase attention in students and to improve the individualization of teaching that allow to maximize class time. Flipped Classroom facilitates to change the structure of traditional classes to make student the true protagonist of the learning process. In the present study, an experimental research has been carried out with the objective of comparing the assimilation of contents between a traditional lesson with another taught with Flipped Classroom method. The sample comprised 64 students from Primary Education Degree. The control group, consisted of 35 students, received a class with traditional methodology of direct instruction and Flipped Classroom was carried out with experimental group, consisted of 29 students. Before each lesson, a pre-test was conducted to evaluate the students' knowledge about the contents. After the master's lesson, students in the control group performed the post-test to evaluate the content learned. Students in the experimental group performed the post-test after the Flipped class that the teacher directed after all the students saw the video at home. Results were analyzed using SPSS Statistics v.22 software. The statistical test applied was Student t test to compare the inter and intra groups results. This study showed that the level of knowledge increased significantly with Flipped Classroom.