Impact of Inverted Classroom in a Mathematics II Course for Engineering: A study using directed videos by students in Tecnologico de Monterrey

“Inverted Classroom” or “Flipped Classroom” is a strategy that reverses the traditional learning environment. The lessons are learned outside the classroom, and in this methodology of learning, the “task” is done collaboratively. Students receive the theoretical content of the subjects outside of the classroom by viewing videos usually designed by the teacher; the advantage is that fewer class hours permit the teachers to design more meaningful activities and delve deeper into the course contents [1]. This research was carried out among students who were studying the subject of Mathematics II in the engineering curricula at the Tecnologico de Monterrey, Campus Santa Fe. Two groups were formed, one experimental and the other a control group. The inverted classroom strategy was used throughout the semester for the experimental group, and the classes were taught in a traditional way to the control group. In this work, we present some analyses with which we determined whether there was a statistically significant difference in student performance between the two groups, and we analyzed whether the use of the inverted classroom improved student attitudes towards the teaching/learning process compared to the control group receiving the traditional methodology. In the inverted classroom, directed videos were used as a technological strategy.