Inverted classroom and skills development for planning an educational research project.

Abstract

The context of remote education in universities, in the stage of the Pandemic by COVID 19, proposed to transform the paradigm of didactic intervention orienting it towards active mixed methodologies, focused on the student's learning process, in which technological tools that allow greater autonomy and responsibility in the achievement of learning outcomes were incorporated. In this line of work, a research was conducted with the objective of demonstrating that the application of the Inverted Classroom methodology promoted the development of research competencies for the planning of an educational research project in a sample of 41 students of the Master's Degree in Teaching and Research at the National University of Piura. The members were represented by practicing teachers in basic level educational institutions, which facilitated the study from the competency approach. The quantitative research, pre-experimental design, was carried out in the context of the subject of Scientific Research, using the virtual platforms Classroom and Meet, as well as Google for the programming and execution of the Inverted Classroom Program. As instruments, a test of knowledge in research methodology was used in the initial phase, and as a final evaluation, a research competencies evaluation form was used. In the results of the application of the Student's t-test for related samples and due to the fact that the probability value of the test is less than 5% (Sig.= 0.000 < 0.05), the existence of significant differences in the development of the students' research competencies was found; that is, with respect to the initial evaluation, the final verification shows that the application of the Inverted Classroom experience has strengthened the development of research competencies.