Implementación de la metodología aula invertida como una estrategia didáctica en estudiantes de 2do de bachillerato para el aprendizaje de la elaboración de graficas de funciones racionales, identificando sus asíntotas e intervalos de monotonía

Abstract

The research aimed to implement the flipped classroom methodology as a didactic strategy using different audiovisual resources that contribute to the conceptualization process in order to improve students’ academic performance in the elaboration of rational function graphs. The study was conducted under a mixed-methods approach, with a predominance of a quantitative quasi-experimental design and the support of qualitative techniques that allowed the collection of perceptions and experiences. The sample consisted of 30 second-year high school students, divided into a control group and an experimental group, as well as six teachers who participated through semi-structured interviews. The initial results showed that both groups presented similar levels of knowledge in the diagnostic test, with means of 3.07 and 2.67, respectively. After the implementation of the flipped classroom, the experimental group reached a mean of 5.73 in the post-test, representing an improvement of 2.67 points, while the control group barely increased by one point, confirming the effectiveness of the strategy compared to the traditional lecture-based method. From the students’ perspective, 80% positively valued the digital resources, and more than 70% acknowledged that collaborative work enriched their learning, although limitations were identified regarding access to devices and autonomy in prior preparation. Likewise, teachers agreed that the methodology enhances student participation and responsibility, provided that adequate support and technological resources are available. In conclusion, the flipped classroom proved to be an effective and motivating didactic strategy for learning rational functions, fostering conceptual understanding and the development of collaborative skills. Keywords: Flipped classroom, rational functions, digital resources, collaborative learning, academic performance