Effect of flipped classroom in a rural school with limited technology resources and infrastructure in a Latin-American country

Abstract In physics education, the perception of a low level of significant learning has been evident regarding one-dimensional motion in Ecuador; this may be due to the lack of modernization in teaching methods, which have remained rooted in traditional education. From this perspective, the present research work is focused on analysing the implication of using an active learning strategy, such as the flipped classroom, and its impact on learning about one-dimensional motion. For this purpose, a control and an experimental group was selected in which a pre-test and post-test were applied. These tests were analysed using the statistical methods of Shapiro Wilk, Levene test, t-Student and Mann–Whitney U test, for data analysis and verification of the research hypothesis. In addition, the Cohen coefficient was used to know the impact of this methodology, and the Hake statistic to know the gains of each question and analyse those with the greatest gain to identify the strategies and resources used that led to this achievement. Based on these considerations, it is concluded that flipped classroom improves learning in movement in one dimension, even in the most adverse scenarios where the technological resources are not available to achieve optimal learning of the subject.