Flipped classroom impact on student critical thinking at a private university from Lima (Peru)

Chero-Santisteban Y.A.; Moreno-Núñez P.J.; Saldaña-Taboada H.J.; Nina-Cuchillo E.E. · Formacion Universitaria (2025) · DOI: 10.4067/s0718-50062025000200011

Resumen

The purpose of this research study is to determine the impact of the flipped classroom on the development of critical thinking in students at a private university from Lima (Peru). The methodology is applied, with a preexperimental design, an explanatory level, and a longitudinal section. The population consisted of 180 university students. The sample is selected using intentional non-probabilistic sampling, resulting in 100 students who responded to an online questionnaire. The results show that before implementing the flipped classroom, student critical thinking is divided in three different levels: deficient level (49%), regular level (42%), and efficient level (9%). After applying the flipped classroom, critical thinking changes significantly: deficient level (10%), regular level (44%), and efficient level (46%). It is concluded that the flipped classroom methodology significantly increases student critical thinking, passing from deficient level to a major proportion of efficient level. © (2025), (Centro de Informacion Tecnologica). All Rights Reserved.

Instituciones: Universidad Nacional Mayor de San Marcos; Universidad Nacional de Trujillo; Universidad César Vallejo