Flipped classroom and favoring motivational and metacognitive development in middle and high school students.

Abstract

This research sought to analyze the incidence of the Flipped classroom strategy in favoring the motivational and metacognitive development of middle and high school students from three educational institutions in the cities of Ibagué, Zipaquirá and Cali. For this purpose, a qualitative methodology was used, having an exploratory, descriptive and correlational scope, and an interpretative and comparative approach. Data collection was achieved by means of a questionnaire to students, a semi structured interview to teachers and documentary review; these instruments were validated by means of expert judgment and piloting. The data analysis was carried out by means of categorical analysis matrices, using the Excel tool, which allowed an open codification of the data, to later identify recurrences and tendencies of the emerging and final findings; it was obtained that the flipped classroom enhances the motivational and metacognitive development in these students, activating in them interest, sense of participation, collaborative work and autonomy; this because the flipped classroom allows them a leading role in the construction of knowledge, assuming a very active role in their learning.