The Flipped classroom in the learning of English in students of physical therapy and rehabilitation in Higher Education

Mario L.-D.C.K.; Alanoca-Gutiérrez R.; Obdulia M.-S.; Johana G.-M.M.; Pilar L.-A.G.; de Vargas Raquel Esther M.-B.; Soledad C.-G.N. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2024)

Resumen

The main goal of this study was to determine the impact of using the inverted classroom model in teaching English to students majoring in Physical Therapy and Rehabilitation at a Peruvian university in Tacna. It was implemented using a pre-experimental design with a single experimental group. The population consists of a total of 250 students enrolled in the aforementioned program, of which 29 students from the sixth cycle of the advanced English course were selected to participate in a non-random convenience sample. As a measuring tool, an international intermediate-level exam was used, which was deemed reliable and valid by the University of Cambridge. The results supported that the majority of students scored at A2 level (89.66%) in the entrance exam and then at B1 level (65.52%) in the post-test. In addition, the non-parametric Wilcoxon statistic (Z =-4,472) was used, reaching a p-value (0.00) lower than the predetermined significance level. Thus, it was concluded that the use of the flipped classroom model positively impacts English language development according to international standards.

Instituciones: Universidad Nacional del Altiplano; Universidad Privada de Tacna; Universidad Nacional Jorge Basadre Grohmann