Descripción

The objective of this study was to examine the perception and reality of the implementation of the flipped classroom methodology in the educational context of high school in Ecuador, taking into account both teachers and students of the Bachillerato General Unificado. The methodology used was a mixed research approach, combining qualitative and quantitative methods to obtain a complete understanding of the phenomenon studied. It was divided into two levels: exploratory and descriptive, allowing an initial approach to the problem and the collection of numerical data to describe the characteristics of the population studied. A non-probabilistic convenience sampling method was used to select a sample of six teachers and 97 students from the Institución Educativa Fiscal ‘Gonzalo Zaldumbide’, for a total of 103 participants. The results revealed positive aspects, such as the preference of 75% of the teachers for the student-centered approach, but also challenges, such as the identification of 60% of the teachers with problems related to their preparation and the effective integration of technology in the classroom. Therefore, guidelines and resources were proposed to address challenges such as demotivation and misconceptions about the flipped classroom and to promote more effective and motivated learning. The study provides a comprehensive view of the implementation of the flipped classroom methodology in the Ecuadorian high school, highlighting the need for adaptability and support to maximize its benefits.