AULA INVERTIDA INTELIGENTE EN EL APRENDIZAJE DE MATRICES EN ESTUDIANTES DE SEGUNDO BACHILLERATO

Abstract

The study aimed to evaluate the effectiveness of the intelligent flipped classroom methodology in strengthening the learning of matrices among second-year high school students at Unidad Educativa Particular Nueva Era, in Vinces, Ecuador. It was conducted under a mixed-methods approach with a quasi-experimental pretest–posttest design, complemented by a descriptive qualitative component. The sample, selected through purposive sampling, consisted of 30 students. Data were collected through a diagnostic test, a Likert-scale questionnaire, a structured observation guide, and semi-structured interviews. The pretest results showed an overall average of 6.28 out of 10, indicating a low initial level of conceptual understanding of matrices. After implementing the intelligent flipped classroom strategy, supported by audiovisual resources created with Manim and managed through the institutional platform Idukay, an increase was observed in students’ motivation, autonomy, and academic performance. The triangulation of quantitative and qualitative data confirmed a significant improvement in conceptual understanding and in students’ active participation. It is concluded that the intelligent flipped classroom constitutes an effective pedagogical alternative for teaching abstract mathematical content, as it integrates technological resources and active learning strategies that foster meaningful and autonomous learning.