Educational Data Mining: Inverted Classroom as a Teaching Strategy for Empowering Student Autonomy

This study sought to analyze the effectiveness of using the inverted classroom methodology as a teaching strategy to foster autonomy in high school students. The research was carried out with a non-probabilistic sample of 108 high school students, with the objective of obtaining an initial and exploratory knowledge about the topic addressed. The bibliographic review was the most relevant part of the project. The scientific methods applied were analysis, synthesis and experimentation. A questionnaire based on the Likert scale was used to collect data. To determine the internal consistency, Cronbach’s Alpha coefficient was used, obtaining a value of 0.89, which indicates high reliability and validity. To find the degree of statistical relationship between strategies, methodology and autonomy, the selection of the best characteristics was applied, which is based on the concept of information gain, observing a positive correlation between the strategy used and student autonomy. The results allowed concluding that the strategies are strongly correlated with autonomy, being particularly relevant in leadership, teamwork, self-management and learning orientation.