Factors associated with the perception of flipped classroom in Technical-Professional Higher Education students

Abstract

The flipped classroom model has gained popularity in Higher Education, but there is limited research on its implementation in Technical-Professional Higher Education. The aim of this research is to determine the relationship between the perception of flipped classroom and different individual factors in Technical-Professional Higher Education students. The study was quantitative and correlational, with a non-experimental cross-sectional design. The sample consisted of 75 students of Gastronomy and International Cuisine. A questionnaire with the instruments Time Management Questionnaire and Flipped Classroom Perception Instrument was applied. In addition, items for age, gender, children, paid work, day or evening student and testimonies of experience with the flipped classroom model were added to the questionnaire. The perception of flipped classroom was associated with gender, experience with flipped classroom, time management skills and the age of students. Time management skills may be more relevant in the implementation of flipped classroom than having a paid work.