Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA
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Data de Publicação: | 2020 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Texto livre |
Texto Completo: | https://periodicos.ufmg.br/index.php/textolivre/article/view/25107 |
Resumo: | This study assesses whether the use of the Flipped Classroom methodology supported by explanations by teachers through a Learning management system (Blackboard) produces an alteration in the attitudes towards statistics of future teachers of Primary education, with gender interaction. For this, a quasi-experimental design (pre-test / post-test) was used, and as a statistical technique a mixed ANOVA with three repeated measures. The sample was 66 students from the Faculty of Education of the University of Almería (UAL). To carry out the comparative analysis of attitudes towards statistics, the CAHE instrument created by Camacho et al. (2016) made up of a total of 16 items, classified into three dimensions: negative emotional (fear, fear, tension towards statistics), positive emotional (liking, liking, fun towards statistics), and utility towards statistics. The results showed statistically significant differences between the students' attitudes between the pre-test and the post-test, but not the interaction with gender. The results highlight that the use of the Flipped Classroom methodology can help improve attitudes towards statistical research, being an essential weapon for any teacher who wants to innovate in their classes. |
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Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVAEfectos sobre la metodología Flipped Classroom a través de Blackboard sobre las actitudes hacia la estadística de estudiantes del Grado de Educación Primaria: un estudio con ANOVA mixtoEfeitos da metodologia sala de aula invertida por meio do Blackboard nas atitudes em relação às estatísticas de estudantes do ensino fundamental: um estudo com ANOVA mistaEstudantesFuturos professoresEducaçãoEstatísticase-LearningSala de aula invertidaEstudiantesFuturos maestrosEducaciónEstadísticae-LearningFlipped ClassroomStudentsFuture teachersEducationStatisticsE-LearningFlipped ClassroomThis study assesses whether the use of the Flipped Classroom methodology supported by explanations by teachers through a Learning management system (Blackboard) produces an alteration in the attitudes towards statistics of future teachers of Primary education, with gender interaction. For this, a quasi-experimental design (pre-test / post-test) was used, and as a statistical technique a mixed ANOVA with three repeated measures. The sample was 66 students from the Faculty of Education of the University of Almería (UAL). To carry out the comparative analysis of attitudes towards statistics, the CAHE instrument created by Camacho et al. (2016) made up of a total of 16 items, classified into three dimensions: negative emotional (fear, fear, tension towards statistics), positive emotional (liking, liking, fun towards statistics), and utility towards statistics. The results showed statistically significant differences between the students' attitudes between the pre-test and the post-test, but not the interaction with gender. The results highlight that the use of the Flipped Classroom methodology can help improve attitudes towards statistical research, being an essential weapon for any teacher who wants to innovate in their classes.Este estudio evalúa si el uso de la metodología Flipped Classroom apoyado por explicaciones del profesorado a través de plataformas virtuales de aprendizaje (Blackboard) produce una alteración en las actitudes hacia la estadística de futuros docentes de Educación primaria, en función del sexo. Para ello, se utilizó un diseño cuasiexperimental (pre-test / post-test) y como técnica estadística ANOVA mixto con tres medidas repetidas. La muestra fue de 66 estudiantes de la Facultad de Educación de la Universidad de Almería (UAL). Para realizar el análisis comparativo en las actitudes hacia la estadística, fue utilizado el instrumento CAHE creado por Camacho et al. (2016) compuesto por un total de 16 ítems, clasificado en tres dimensiones: emocional negativa (temor, miedo, tensión hacia la estadística), emocional positiva (gusto, agrado, diversión hacia la estadística), y utilidad hacia la estadística. Los resultados evidenciaron diferencias estadísticamente significativas entre las actitudes del alumnado entre el pre-test y el post-test al utilizar dicha metodología, pero no la interacción con el sexo. Los resultados ponen de relieve que el uso de la metodología Flipped Classroom puede ayudar a mejorar las actitudes hacia la investigación estadística, siendo un arma imprescindible para cualquier maestro que quiere innovar en sus clases.Este estudo avalia se a utilização da metodologia sala de aula invertida apoiada em explicações dos professores por meio de plataformas virtuais de aprendizagem (Blackboard) produz uma alteração nas atitudes em relação às estatísticas dos futuros professores do ensino fundamental, dependendo do gênero. Para isso, foi utilizado um desenho quase experimental (pré-teste/pós-teste) e como técnica estatística mista ANOVA com três medidas repetidas. A amostra foi composta por 66 alunos da Faculdade de Educação da Universidade de Almería (UAL). Para realizar a análise comparativa das atitudes em relação à estatística, foi utilizado o instrumento CAHE criado por Camacho et al. (2016) composto por um total de 16 itens, classificados em três dimensões: emocional negativo (medo, medo, tensão com as estatísticas), emocional positivo (gostar, gostar, divertimento com as estatísticas) e utilidade para as estatísticas. Os resultados mostraram diferenças estatisticamente significativas entre as atitudes dos alunos entre o pré-teste e o pós-teste com a utilização dessa metodologia, mas não a interação com o sexo. Os resultados destacam que a utilização da metodologia sala de aula invertida pode ajudar a melhorar as atitudes em relação à pesquisa estatística, sendo uma arma essencial para qualquer professor que queira inovar nas suas aulas. Universidade Federal de Minas Gerais2020-06-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/textolivre/article/view/2510710.35699/1983-3652.2020.25107Texto Livre; Vol. 13 No. 3 (2020): Thematic dossier: Learning technologies; 121-139Texto Livre; Vol. 13 Núm. 3 (2020): Dossier temático: Tecnologías del aprendizaje; 121-139Texto Livre; Vol. 13 No 3 (2020): Dossier thématique: technologies d'apprentissage; 121-139Texto Livre; v. 13 n. 3 (2020): Dossiê temático: Tecnologias da aprendizagem; 121-1391983-3652reponame:Texto livreinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGspahttps://periodicos.ufmg.br/index.php/textolivre/article/view/25107/19692https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGámez, Francisco David Guillén Magaña, Ernesto Colomo Rivas, Enrique Sánchez Río, Rocío Pérez del 2020-12-26T22:51:40Zoai:periodicos.ufmg.br:article/25107Revistahttp://www.periodicos.letras.ufmg.br/index.php/textolivrePUBhttps://periodicos.ufmg.br/index.php/textolivre/oairevistatextolivre@letras.ufmg.br1983-36521983-3652opendoar:2020-12-26T22:51:40Texto livre - Universidade Federal de Minas Gerais (UFMG)false |
dc.title.none.fl_str_mv |
Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA Efectos sobre la metodología Flipped Classroom a través de Blackboard sobre las actitudes hacia la estadística de estudiantes del Grado de Educación Primaria: un estudio con ANOVA mixto Efeitos da metodologia sala de aula invertida por meio do Blackboard nas atitudes em relação às estatísticas de estudantes do ensino fundamental: um estudo com ANOVA mista |
title |
Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA |
spellingShingle |
Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA Gámez, Francisco David Guillén Estudantes Futuros professores Educação Estatísticas e-Learning Sala de aula invertida Estudiantes Futuros maestros Educación Estadística e-Learning Flipped Classroom Students Future teachers Education Statistics E-Learning Flipped Classroom |
title_short |
Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA |
title_full |
Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA |
title_fullStr |
Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA |
title_full_unstemmed |
Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA |
title_sort |
Effects on the Flipped Classroom methodology through Blackboard on the attitudes towards statistics of students of the primary education degree: a study with mixed ANOVA |
author |
Gámez, Francisco David Guillén |
author_facet |
Gámez, Francisco David Guillén Magaña, Ernesto Colomo Rivas, Enrique Sánchez Río, Rocío Pérez del |
author_role |
author |
author2 |
Magaña, Ernesto Colomo Rivas, Enrique Sánchez Río, Rocío Pérez del |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Gámez, Francisco David Guillén Magaña, Ernesto Colomo Rivas, Enrique Sánchez Río, Rocío Pérez del |
dc.subject.por.fl_str_mv |
Estudantes Futuros professores Educação Estatísticas e-Learning Sala de aula invertida Estudiantes Futuros maestros Educación Estadística e-Learning Flipped Classroom Students Future teachers Education Statistics E-Learning Flipped Classroom |
topic |
Estudantes Futuros professores Educação Estatísticas e-Learning Sala de aula invertida Estudiantes Futuros maestros Educación Estadística e-Learning Flipped Classroom Students Future teachers Education Statistics E-Learning Flipped Classroom |
description |
This study assesses whether the use of the Flipped Classroom methodology supported by explanations by teachers through a Learning management system (Blackboard) produces an alteration in the attitudes towards statistics of future teachers of Primary education, with gender interaction. For this, a quasi-experimental design (pre-test / post-test) was used, and as a statistical technique a mixed ANOVA with three repeated measures. The sample was 66 students from the Faculty of Education of the University of Almería (UAL). To carry out the comparative analysis of attitudes towards statistics, the CAHE instrument created by Camacho et al. (2016) made up of a total of 16 items, classified into three dimensions: negative emotional (fear, fear, tension towards statistics), positive emotional (liking, liking, fun towards statistics), and utility towards statistics. The results showed statistically significant differences between the students' attitudes between the pre-test and the post-test, but not the interaction with gender. The results highlight that the use of the Flipped Classroom methodology can help improve attitudes towards statistical research, being an essential weapon for any teacher who wants to innovate in their classes. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-06 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/25107 10.35699/1983-3652.2020.25107 |
url |
https://periodicos.ufmg.br/index.php/textolivre/article/view/25107 |
identifier_str_mv |
10.35699/1983-3652.2020.25107 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://periodicos.ufmg.br/index.php/textolivre/article/view/25107/19692 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
publisher.none.fl_str_mv |
Universidade Federal de Minas Gerais |
dc.source.none.fl_str_mv |
Texto Livre; Vol. 13 No. 3 (2020): Thematic dossier: Learning technologies; 121-139 Texto Livre; Vol. 13 Núm. 3 (2020): Dossier temático: Tecnologías del aprendizaje; 121-139 Texto Livre; Vol. 13 No 3 (2020): Dossier thématique: technologies d'apprentissage; 121-139 Texto Livre; v. 13 n. 3 (2020): Dossiê temático: Tecnologias da aprendizagem; 121-139 1983-3652 reponame:Texto livre instname:Universidade Federal de Minas Gerais (UFMG) instacron:UFMG |
instname_str |
Universidade Federal de Minas Gerais (UFMG) |
instacron_str |
UFMG |
institution |
UFMG |
reponame_str |
Texto livre |
collection |
Texto livre |
repository.name.fl_str_mv |
Texto livre - Universidade Federal de Minas Gerais (UFMG) |
repository.mail.fl_str_mv |
revistatextolivre@letras.ufmg.br |
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1799711143010238464 |