Use of Flipped Learning and meaningful learning in Physical Education students of the Universidad Nacional Mayor de San Marcos, Lima 2021

• Autor: Dámaso Rodríguez, Rosa María
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Instituto Internacional de Gobierno
• Repositorio: Igobernanza
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/197
• Enlace del recurso: https://www.igobernanza.org/index.php/IGOB/article/view/197
• Nivel de acceso: acceso abierto
• Materia: Flipped Learning; enseñanza; aprendizaje significativo; teaching; meaningful learning

The study was given in the objective of determining the relationship between the Use of Flipped Learning and significant learning in Physical Education students of the Universidad Nacional Mayor de San Marcos, Lima 2021, so we worked on a quantitative approach to the research. Methodologically, the study was of non-experimental design, where for data collection, two structured questionnaires were elaborated to measure the Flipped Learning variable and significant learning, which were applied to a sample made up of 134 students as an object of study, previously the instruments went through validation and reliability processes. The results obtained show that r = 0.999 that there is a positive and very strong relationship between the study variables. In this way, the alternate hypothesis is accepted and it follows that the better Flipped Learning in the students there will also be a better significant learning of the students.  This result is corroborated by the research carried out by Calsin (2019) who concludes that this pedagogical model is a great tool for higher education, because either in a face-to-face or virtual scenario, it contributes to students achieving their learning because it is motivating, arouses interest in the subject to be developed and also because it strengthens the capacities of autonomous and collaborative learning.