The effectiveness of a course taught in the flipped classroom modality

Abstract

The purpose of this research was to determine, through the Kirkpatrick and Kirkpatrick evaluation model, the effectiveness of a course taught in the flipped classroom modality to students of Information Technology Engineering at a Technological University in Mexico. This model comprises four levels for measuring the effectiveness of a training program: satisfaction, learning, applicability and results. To carry out the present study, a methodology with a quantitative approach and a quasi-experimental design of a group with measurement before and after, without a control group, was used. To measure the level of learning, the group was evaluated by a pre test starting the course and by a post test after finishing it. To measure the levels of satisfaction, applicability and results, Likert-type questionnaires were administered. The results showed that the level of satisfaction of the course participants was 86.6%. Regarding the level of learning, it was found that students improved their learning by 25.3%. Regarding the applicability, 86.5% was obtained, while 89.2% was reached for the level of results. In conclusion, it was possible to conclude that the course taught in the flipped classroom modality was effective.