Impact of the flipped classroom methodology on the development of argumentative skills and academic performance of engineering students

At the Tecnologico de Monterrey, we face two great challenges: working under a new student-centered educational model, which focuses on the development of skills and competencies; and on the other hand, the return to face-to-face learning after preventive isolation to which we were subjected due to the Covid-19 contingency. In the classrooms we observed problems in the teaching-learning process such as lack of attention, difficulty concentrating and adaptation problems. This study is an evidence-based practice that assesses the impact of the flipped classroom methodology in the Static Equilibrium Analysis course from the engineering program. The study was conducted for 10 weeks, split in two periods of 5 weeks each. A control group that worked the first period with traditional classes and the second period with the flipped classroom methodology. The second group worked with the flipped classroom methodology during the two 5-week periods. At the end of the 10 weeks of analysis, both groups presented an argumentative evaluation. The results of this study show that flipped classroom has a significant impact on the development of argumentative skills. However, when analyzing academic performance of both groups, the evaluations show that this methodology did not have a significant impact. © American Society for Engineering Education, 2023.

Impact of the flipped classroom methodology on the development of argumentative skills and academic performance of engineering students Academic Article in Scopus