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

Detalhes bibliográficos
Autor(a) principal: Gámez, Francisco David Guillén
Data de Publicação: 2020
Outros Autores: Magaña, Ernesto Colomo, Rivas, Enrique Sánchez, Río, Rocío Pérez del
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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spelling 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
_version_ 1799711143010238464

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