Abstract

The flipped classroom methodology is considered an active learning methodology within the b-Learning method of learning. B-Learning refers to the combination of classroom work, and online work (combining Internet and digital media). This study aims to determine the effectiveness of the use of this methodology in the subjects of physics and chemistry in secondary education and to analyse whether there are any significant differences regarding gender. A quasi-experimental study has been used with a control group and an experimental group, in a sample of sixty students who are in the third quarter of the 2017 academic year. The data has been explored through an analysis of variance (ANCOVA), taking into account academic performance (VD), gender (VI), and a covariate to control the effects produced in the VD. The results show that there are statistically significant differences between the control group and the experimental group in terms of the mean performance of students, with the experimental group obtaining the highest scores. Regarding gender, significant differences were found in both groups of students, with male scores being higher.