The flipped classroom as a pedagogical strategy to improve dimensions of reflective/cognitive learning in students
Keywords:
flipped classroom; pedagogical strategy; reflective/cognitive learning.Abstract
The Flipped Classroom has the potential to transform the traditionally passive role of student-athletes into an active one, promoting autonomy, critical thinking, and the meaningful application of knowledge. Accordingly, the objective of this study was to analyze the effects of a pedagogical strategy known as the Flipped Classroom on the improvement of reflective/cognitive learning among student-athletes at an educational institution in Santo Domingo. A quasi-experimental study (pretest–posttest) was conducted with two independent groups (n = 30 each). The Flipped Classroom strategy was implemented over eight weeks, and validated Likert-type instruments were employed. Significant improvements were observed in the experimental group across all analyzed dimensions, with Wilcoxon Z values ranging from −3.95 to −4.40 (p < .01). Mean scores increased from 2.8–2.9 to 4.1–4.3, while median values rose from 3.00 to 4.00. In contrast, the control group maintained mean scores between 2.9 and 3.1, with no significant variations (p > .15). Posttest Mann–Whitney U values ranged from U = 578.0 to 660.0, with Z values between −3.00 and −3.65 (p < .01), confirming significant differences between groups in favor of the experimental group. The Flipped Classroom constitutes an effective pedagogical strategy for modifying conventional reflective/cognitive teaching–learning processes among high school students.
Downloads
References
Abramowski, A. L., & Sorondo, J. (2023). La crítica a la escuela tradicional desde la perspectiva de la educación emocional. Una oportunidad para problematizar el discurso crítico en el campo educativo. Perfiles educativos, 45(181), 161-178. https://doi.org/10.22201/iisue.24486167e.2023.181.60516
Acuña, M. A., Barros, N. F., Montemayor, A., & Astudillo, N. H. (2025). Flipped Classroom en la Educación Superior: Un Modelo Efectivo Para Promover la Participación Activa y el Aprendizaje Significativo. Revista Social Fronteriza, 5(1), 1-22. https://doi.org/10.59814/resofro.2025.5(1)569
Artioli, G., Deiana, L., De Vincenzo, F., Raucci, M., Amaducci, G., Bassi, M. C., & Ghirotto, L. (2021). Health professionals and students’ experiences of reflective writing in learning: A qualitative meta-synthesis. BMC medical education, 21, 1-14. https://doi.org/10.1186/s12909-021-02831-4
Calero-Morales, S., Suárez-Taboada, C., Villavicencio-Álvarez, V. E., & Mon-Lopez, D. (2023). Análisis del ranking técnico-táctico del voleibol cubano femenino, nivel escolar 2023. Arrancada, 23(45), 151-171. Retrieved Marzo 25, 2025, from https://revistarrancada.cujae.edu.cu/index.php/arrancada/article/view/617/411
Chou, C. P., Chen, K. W., & Hung, C. J. (2021). A study on flipped learning concerning learning motivation and learning attitude in language learning. Frontiers in Psychology, 12, 753463. https://doi.org/10.3389/fpsyg.2021.753463
Espinosa-Albuja, C. E., Haro-Simbaña, J. T., & Morales, S. (2023). Biomechanical difference of arched back stretch between genders in high school students. Arrancada, 23(44), 66-79. Retrieved Enero 14, 2026, from https://revistarrancada.cujae.edu.cu/index.php/arrancada/article/view/541/370
Fisher, R., Perényi, A., & Birdthistle, N. (2021). The positive relationship between flipped and blended learning and student engagement, performance and satisfaction. Active Learning in Higher Education, 22(2), 97-113. https://doi.org/10.1177/1469787418801702
Hartanto, A., Darmawan, A. T., Sukoco, P., Marhaendro, A. S., & Septiyanto, A. (2025). Project-based learning model for volleyball to improve students’ cognitive and psychomotor learning outcomes. Retos: nuevas tendencias en educación física, deporte y recreación, 65, 1032-1044. https://doi.org/10.47197/retos.v65.111742
Hernández, M. M., Lorenzo, M. D., & Morales, S. (2024). Ana Fidelia Quiros Moret, an example for the formation of values from her sporting career. Revista Conrado, 20(97), 189-195. https://conrado.ucf.edu.cu/index.php/conrado/article/view/3647
Martínez-Jiménez, R., & Ruiz-Jiménez, M. C. (2020). Improving students’ satisfaction and learning performance using flipped classroom. The International Journal of Management Education, 18(3), 100422. https://doi.org/10.1016/j.ijme.2020.100422
Morales., S. C., Vinueza, G. C., Yance, C. L., & Paguay, W. J. (2023). Gross motor development in preschoolers through conductivist and contructivist physical-recreational activities: Comparative research. Sports, 11(3), 61. https://doi.org/10.3390/sports11030061
Ordoñez Ocampo, B. P., Ochoa Romero, M. E., Erráez Alvarado, J. L., León González, J. L., & Espinoza Freire, E. E. (2021). Consideraciones sobre aula invertida y gamificación en el área de ciencias sociales. Revista Universidad y Sociedad, 13(3), 497-504. Retrieved Junio 15, 2025, from http://scielo.sld.cu/scielo.php?pid=S2218-36202021000300497&script=sci_arttext&tlng=en
Oudbier, J., Spaai, G., Timmermans, K., & Boerboom, T. (2022). Enhancing the effectiveness of flipped classroom in health science education: a state-of-the-art review. BMC Medical Education, 22(1), 34. https://doi.org/10.1186/s12909-021-03052-5
Ponce-León, J. J. (2021). Pedagogías libres y autorregulación emocional: apuntes antiautoritarios sobre educación. . Revista Innova Educación, 3(2), 401-423. https://doi.org/10.35622/j.rie.2021.02.008
Robbins, M. M., Onodipe, G. O., & Marks, A. (2020). Reflective writing and self-regulated learning in multidisciplinary flipped classrooms. Journal of the Scholarship of Teaching and Learning, 20(3), 20-32. https://doi.org/10.14434/josotl.v20i3.27541
Rozo, J. M. (2020). La Influencia del aprendizaje significativo de Ausubel en el desarrollo de las técnicas de escritura creativa de Rodari. . Revista Docentes 2.0, 9(2), 88-94. https://doi.org/10.37843/rted.v9i2.149
Subagyo, C., & Widodo, J. P. (2024). The impact of a flipped classroom on students self-regulation in primary education. Magister Scientiae, 52(1), 51-65. https://doi.org/10.33508/mgs.v52i1.5358
Uribarri, H. G., Lago-Fuentes, C., Bores-Arce, A., Álvarez, V. E., López-García, S., Calero-Morales, S., & Mainer-Pardos, E. (2024). External Load Evaluation in Elite Futsal: Influence of Match Results and Game Location with IMU Technology. Journal of Functional Morphology and Kinesiology, 9(3), 140. https://doi.org/10.3390/jfmk9030140
Velázquez, R. V. (2021). Aprendizaje autónomo y desarrollo de competencias. Serie Científica de la Universidad de las Ciencias Informáticas, 14(10), 131-142. https://publicaciones.uci.cu/index.php/serie/article/view/929
Zambrano., K. C., & Campuzano, M. F. (2020). Application of contemporary theories of learning in educational process. International Journal of Psychosocial Rehabilitation, 24(10), 2960-2977. https://doi.org/10.37200/IJPR/V24I10/PR300312
Zarrinfard, S., Rahimi, M., & Mohseny, A. (2021). Flipping an on-campus general English course: A focus on technology complexity of instruction and learners’ levels of impulsivity. International Journal of Educational Technology in Higher Education, 18(1), 45. https://doi.org/10.1186/s41239-021-00280-z
Zheng, L., Bhagat, K. K., Zhen, Y., & Zhang, X. (2020). The effectiveness of the flipped classroom on students’ learning achievement and learning motivation. Journal of Educational Technology & Society, 23(1), 1-15. https://doi.org/10.30191/ETS.202001_23(1).0001
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Verónica Janeth Sarango Romero
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate open access to its content, based on the principle that providing the public with free access to research supports a greater global exchange of knowledge.
In addition, open arbitration papers are accepted, preferably from Research Gate.
