Using the flipped classroom to strengthen the learning of accounting packages in third year of high school

Abstract

Context: Education must respond to the future needs of society, therefore teaching methods must be sought that adapt to the technological changes observed in different work contexts. It is important that the teaching of accounting recognizes that traditional methods do not allocate spaces for practice and acquisition of experiences and skills. Objective: To evaluate the effect of the flipped classroom methodology on the learning of accounting packages in third-year high school students at the Cinco de Junio ​​Educational Unit. Materials and methods: At the “5 de junio” Educational Unit, through a quasi-experimental project, in a sample made up of 80 students with whom the results of the traditional educational method were compared with the flipped classroom method; new learning methods were applied divided into phases inside and outside the classroom, the teacher delivered educational material through digital tools and directed the development of activities within the classroom. Results: It was observed that the average of the control group (8.46) is lower than the experimental group (9.38). To examine whether the methodology used was pleasing to the students, a satisfaction survey was used that assessed key points of the project. Conclusion: it was demonstrated that the students felt motivated and committed to this methodology, thus fulfilling its objective, which consists of placing the student at the center of the educational process.