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Educational synergies
October - December Vol. 6 - 4 - 2021
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eISSN: 2661-6661
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Page 97-121
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Approved: June 30, 2021
Flipped classroom and favoring
motivational and metacognitive
development in middle and high school
students.
Aula invertida y favorecimiento del desarrollo motivacional
y metacognitivo en estudiantes de educación media y
superior
María Cristina Chamicero Murcia
*
Luz Stella Fajardo Segura*
Lorena Franco Insuasty*
Elquin Eduar Mejia Loaiza*
Francisco Conejo Carrasco*
Abstract
This research sought to analyze the incidence of the Flipped classroom
strategy in favoring the motivational and metacognitive development of
middle and high school students from three educational institutions in the
cities of Ibagué, Zipaquirá and Cali. For this purpose, a qualitative
methodology was used, having an exploratory, descriptive and
correlational scope, and an interpretative and comparative approach. Data
collection was achieved by means of a questionnaire to students, a semi-
structured interview to teachers and documentary review; these
Dr.C, Corporación Universitaria Minuto de Dios,
Bogota, Colombia, machrysti@hotmail.com,
https://orcid.org/0000-0003-2333-1518
Dr. C, Corporación Universitaria Minuto de Dios,
Bogota, Colombia, lusfajase@hotmail.com
https://orcid.org/0000-0001-8398-3855
Dr. C, Corporación Universitaria Minuto de Dios,
Bogota, Colombia, frankolorena@gmail.com,
https://orcid.org/0000-0002-7932-1397
Tutor Master's Degree in Education, Corporación
Universitaria Minuto de Dios UNIMINUTO, Bogota,
Colombia, elkin.mejia@uniminuto.edu
https://orcid.org/0000-0001-7295-4151
Dr. C, Corporación Universitaria Minuto de Dios,
Bogotal Colombia, francisco.conejo@uniminuto.edu,
https://orcid.org/0000-0002-3490-1937
Article
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instruments were validated by means of expert judgment and piloting. The
data analysis was carried out by means of categorical analysis matrices,
using the Excel tool, which allowed an open codification of the data, to
later identify recurrences and tendencies of the emerging and final
findings; it was obtained that the flipped classroom enhances the
motivational and metacognitive development in these students, activating
in them interest, sense of participation, collaborative work and autonomy;
this because the flipped classroom allows them a leading role in the
construction of knowledge, assuming a very active role in their learning.
Key words: flipped classroom, self-regulation, cognition, blended
learning, motivation.
Introduction
This research presented a problematization focused on improving
educational efficiency in favor of motivational and metacognitive
development, applying an flipped classroom strategy. Escanero
(2019) refers that it integrates technology to academic activities
through adequate structuring of technological tools and resources,
(p. 45); favoring education through digital environments that, in turn,
contribute to student self-regulation and development of conscious
and reflective thinking about their learning process. Fuenzalida et al.
(2020) consider that the progress in these interactive activities that
occur in flipped classroom, presents a relationship between clear
orientation with constructivist, dynamic and collective learning,
through personal and self-regulated commitment of the student in the
construction of their knowledge.
The objective was to analyze the incidence of the flipped classroom
strategy in favoring the motivational and metacognitive
development of middle and high school students in three educational
institutions in Ibagué, Zipaquirá and Cali, formulating as specific
objectives: To identify and apply pedagogical strategies of flipped
classroom oriented to the favoring of motivational and
metacognitive development in middle and higher education students;
To determine factors that affect motivational and metacognitive
development of students, in their blended learning processes through
the Flipped classroom ; To describe motivational and metacognitive
processes that students manage to develop from applying
pedagogical strategies of Flipped classroom .
Subsequently, faced with the need to undertake a research process
that led to the research question "What is the incidence of the flipped
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classroom in the increase of motivational and metacognitive
development of the students under study?", it is stated that this
research is of great importance since the flipped classroom as a
virtual space, favors the development and self-regulated training in
various interactions between students and teachers. The problems
caused by the low level of learning in students, face-to-face and
blended mode, lead to think of a viable solution: implementation of
the flipped classroom as a pedagogical strategy to favor learning
motivation and metacognitive capacity, essential in self-regulation
of learning, allowing teachers to have flexible time to create student-
centered environments for optimal learning, transferring activities
that are performed daily in the classroom to a virtual platform, where
each student performs actions proposed according to their abilities,
time, objectives and learning pace; Understanding that the
organization of their own time, investment of dynamics and critical
autonomy, will allow them to develop skills outside the academic
environment, replicated in their social environment. Based on the
fact that the expected results on self-regulated learning will be the
basis throughout their education.
With the implementation of the Flipped classroom it is sought that
students develop reflective thinking for problem solving, and critical
thinking that generates autonomy, self-regulation of learning with
creativity, analysis and innovation, promoting new forms of
knowledge with an attitude of continuous learning in their self-
training, representing a paradigm shift in the definition of the
instructional process and establishment of goals and learning
outcomes, justifying the research, as it serves to support students
who, as a generality of today, fulfill various roles: students, workers,
parents, and that due to multiple occupations, attendance to face-to-
face classes are sporadic; thus resorting to this strategy, allowing
personalized teacher-student interaction, reinforcing knowledge,
clearing doubts and solving specific situations.
This research Chilingaryan & Zvereva (2017) convenient because
scientifically and methodologically it will serve as a basis for
teaching practice in which fundamental aspects for quality education
are integrated, allowing flexible, dynamic and interactive teaching-
learning processes that motivate students to the development of their
autonomy and metacognitive capacity linked to strategic thinking
and conscious and self-reflective processes in front of their learning.
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The qualitative methodology was applied with an exploratory,
correlational and descriptive scope, and a comparative,
phenomenological and interpretative approach. A simple random
sample was chosen, applying as instruments, a questionnaire to
students, a semi-structured interview to teachers and a documentary
review, whose reliability process was through expert judgment and
piloting. As for the expected results, it was found that the flipped
classroom significantly activated the motivation to learn; thanks to
its flexible methodology, students are more interested in carrying out
a deep, progressive and more meaningful blended learning. Thus, the
Flipped classroom encouraged self-learning outside the classroom
and contributed to forge autonomy, responsibility and metacognitive
awareness, turning them into active protagonists of their learning
process, since great academic responsibility is transferred to them;
this makes them feel important and motivates them to assume a more
proactive attitude in self-management of knowledge. It shows that
there is a close relationship between the flipped classroom and the
metacognitive development of students, since it provides an
environment that generates a dynamic and integrating correlation,
combining methodological processes of traditional education with
those of virtuality, making the students' autonomy more
externalized, mediated by technological resources and virtual
learning spaces. The Flipped classroom helped students to obtain
necessary information in times and places that do not require the
physical presence of the teacher or tutor; this is how an integral
approach was established that increased commitments and
interactions of students for the construction of their self-learning,
socializing it and integrating it to their own reality.
Materials and methods
The methodological procedure of analysis allowed guiding the
research in relation to the stated objectives, obtaining valid and
reliable results in total correspondence. The systematization process
was carried out by means of categorical analysis matrices using the
Excel tool, coding the data coming from each instrument, organizing
them by research categories and subcategories. This research used
qualitative methodology, in which students participate not as objects
of study but as subjects interpreting educational phenomena.
(Campillo-Serrano et al., 2013, p. 89), discovering and
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understanding the educational practice rather than explaining it and
allowed the analysis of strategies and activities proposed from the
Flipped classroom model as a didactic strategy of self-regulation of
learning in students of Bachelor's Degree in Early Childhood
Education, Uniminuto, Zipaquirá Regional Center; Bachelor's
Degree in Natural Sciences and Environmental Education,
Universidad Popular del Cesar, Ibagué Regional Center; and Carlos
Holmes Trujillo Educational Institution, Central Headquarters,
Santiago de Cali.
The qualitative approach is a reflection link between researchers and
participants (Dominguez et al., 2020), since the project focuses on
actions experienced by provoking descriptive techniques and
descriptive reviews: words of the subjects, oral or written and
observable behavior, (Dominguez & Vega, 2020). The scope of the
research was initially exploratory, taking into account what is
pointed out by Pacahuala et al., (2021) these studies allow to become
familiar with unknown phenomena, obtaining information about
conducting comprehensive research in special environments of life,
related to particular human behavior. (p. 35), determining variables
that influenced the Flipped classroom strategy, favoring the
motivational and metacognitive development of students in the
study. It is a correlational type of research that allows relating
variables, determining interconnections, analyzing if these variables
are really correlated, or if they vary simultaneously; this correlation
can be positive or negative, indicating tendencies; thus advancing
towards the answer found in the research work.
Subsequently, it was descriptive, which is important since this type
of study aims to describe situations and events in a given
phenomenon, measuring variables as accurately as possible, based
on knowledge of the area under investigation, after measuring one
or more properties of the phenomenon described. In addition, it had
a comparative approach, since the conclusions of the process
compared the results of the application of instruments to students and
teachers in the three institutions involved. Comparative studies seek
systematic comparisons of cases of analysis that, for the most part,
are applied for empirical generalization and hypothesis verification.
This was also a study with a phenomenological approach, aimed at
describing and interpreting fundamental structures of the lived
experience. Phenomenology comprises school realities, emphasizing
the practices of the actors of the formative process. Alemán et al.,
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(2020). It is necessary to indicate that it had an interpretative
approach, with a double interpretative process: it involves the way
in which human beings interpret the reality they socially construct;
and, it describes the way in which social scientists understand how
humans socially construct their realities, fulfilling a preponderant
role at the moment of extracting the most essential information
provided by the feelings of students and teachers. (Muñoz et al.,
2021, p. 48).
The sample comprised two groups of undergraduate students and
one group of 11th grade, simple random, composed of 8 subjects
from each study group. The field work in a qualitative research
refers to being in the place of the facts that lead to the research
through the application of instruments in the population under study
where, methodologically, after formulating the objectives and
choosing the data collection strategies, the process continues.
Initially, the data were systematized and analyzed for each
instrument and population group until obtaining the emerging
findings for each one; it should be remembered that the sample is
composed of students from two higher education programs
(Bachelor in Early Childhood Education - UNIMINUTO and
Bachelor in Natural Sciences and Environmental Education -
Universidad Popular del Cesar) and a group of high school students
(grade 11 - Carlos Holmes Trujillo Educational Institution, Central
Headquarters, Cali). Thus, data reduction by population group was
initially achieved by using processes such as identification of
recurrences or coincidence of answers, labeling and hierarchization
of emerging findings. Subsequently, the data were cross-referenced
in a unified matrix until the data were reduced to the final findings
in correspondence, first by research subcategories and then by main
categories. In addition, comparative analysis of the three study
sample groups was made. During the process of triangulation of
findings and theory, an interpretative analysis of discoveries was
allowed, in relation to the research frame of reference, generating an
exchange between data obtained in the answers of the questionnaire
for students and the semi-structured interview with teachers, bearing
in mind indicators that guided the analysis of results obtained in
relation to answers derived from each instrument applied, finally
expressing the comparative process and conclusions of the field
work. The data analysis was made on each research category:
Flipped classroom pedagogical strategies for motivational and
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metacognitive development; Factors affecting motivational and
metacognitive development in learning processes through the
Flipped classroom ; Motivational and metacognitive processes; and
Main contributions of the Flipped classroom to motivational and
metacognitive development in the context of higher education.
Results
We emphasize that this research uses a qualitative methodology
relevant to the subject, since it allows the analysis of actions
proposed from the flipped classroom model as a didactic strategy
for the enhancement of motivation for learning and the development
of the metacognitive capacity in middle and high school students of
three Colombian educational institutions. The data analysis was
made on each of the research categories: Flipped classroom
pedagogical strategies for motivational and metacognitive
development, Factors affecting motivational and metacognitive
development in learning processes through the Flipped classroom ,
Motivational and metacognitive processes.
The results are presented through each of the research categories and
subcategories.
Table 1. Research category: Flipped classroom pedagogical
strategies for motivational and metacognitive development.
Subcategory: Flipped classroom pedagogical strategies that
enhance motivation for learning.
Final findings
The active interaction with the resources
seen among the students through the
virtual platform in the asynchronous
meeting allows learning and
participation, achieving the formation of
teams to work together on the contents
in the virtual platform and receiving
active feedback among peers. It is
notorious that this type of group
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inverted classes activate in an important
way the motivation for learning.
The construction of shared knowledge,
the active preparation of students prior
to class and personalized feedback in the
virtual classroom, become traditional
basic steps in the academic process of
students that generate great motivation
for learning.
Guided or guided orientation and
documentation through the virtual
platform for the preparation and
participation in communicative spaces
for free opinion, debate, dialogue and
joint reflection, are pedagogical
strategies that significantly raise the
motivation for learning in these
students.
Subcategory: Flipped classroom pedagogical strategies that
enhance metacognitive capacity.
Final findings
The active and dynamic training through
active work, the resolution of everyday
life problems by the students provides
them with an orientation in training for
work, as well as the development of an
investigative and autonomous spirit.
Working and gathering information in a
team with a good participation in their
learning provides the student with
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Note. Table 1. Flipped classroom pedagogical strategies for
motivational and metacognitive development. Source: own
elaboration.
Regarding the first specific objective of this research, which sought
to identify and apply flipped classroom pedagogical strategies
oriented to favor motivational and metacognitive development in
these middle and high school students, it was found that strategies
such as the development of the group flipped classroom , the use of
the traditional flipped classroom and the debate flipped classroom ,
are the ones that stand out the most in this study population, as they
are the ones that most motivate them to learn and to develop their
metacognitive capacity. Among the flipped classroom strategies
identified and applied in the teaching-learning processes of these
middle and high school students, these are the ones that showed the
greatest enhancement of interest in learning, which allowed
activating more the impulse and desire in them to empower
themselves in their own learning process.
The development of strategies such as the inverted group class,
allowed these students to work on the contents in the virtual platform
and provide feedback to each other, generating synergies that give
them greater security and confidence, which allowed them to
activate their interest and experience learning with greater pleasure
and enjoyment; having the possibility of collective learning in which
these students feel that their contributions and opinions are important
greater autonomy and reflection for the
solution of problems.
Teamwork allows the student to develop
critical thinking and learning,
participatory, which motivates him/her
to overcome new challenges.
Learning to learn and the ability to learn
on one's own motivates the student and
to keep in mind how important it is to
get good grades.