Resumo

FARRONAN FLORES, Lucero de los Milagros. Flipped classroom in achieving social sciences competencies. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.34, pp.1560-1572.  Epub 25-Jul-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i34.818.

The flipped classroom is an innovative pedagogical approach proposed as an effective alternative for enhancing learning across various academic disciplines. This study examines the impact of this methodology on achieving competencies in social sciences at a public educational institution in Sayllapata, Cusco. Employing a quantitative approach, the research utilized a hypothetical-deductive method and a preexperimental design with a single group. The sample comprised 80 students from the seventh cycle of regular basic education, who participated in the experimental group. A pretest-posttest design was used to evaluate the effects of the flipped classroom, with surveys serving as the data collection instrument. Results indicated a p-value of 0.000 in the Wilcoxon test, reflecting a significant improvement in the competencies assessed. Following the implementation of the flipped classroom, 81.25% of students achieved the expected and outstanding levels in competencies such as historical interpretation, responsible management of space and environment, and economic resource management. The study concludes that the flipped classroom has a positive and significant impact on the achievement of social sciences competencies within the analyzed public educational context.

Palavras-chave : Flipped classroom; Time management; Higher-order thinking skills; Competency achievement.

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