Resumo

JIMENEZ RIVAS, José Ramón. Implementing flipped classroom: first year college students’ academic performance in a EFL reading comprehension course. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2023, vol.13, n.26, e045.  Epub 09-Out-2023. ISSN 2007-7467.  https://doi.org/10.23913/ride.v13i26.1484.

Nowadays the flipped classroom approach has acquired a great interest, largely due to the situation caused by the Sars - Co V - 2 virus which afflicts us worldwide. The interest in this methodology derives from the combination of other important constructs in education such as: self-directed learning, student - centered learning, academic performance, as well as ICT (information and communication technologies) in the classroom. Although there is an infinity of research on flipped classroom and reading comprehension in English, a few of them study reading comprehension as a sole skill. Reading comprehension instruction represents several challenges and a special teaching method when taught as foreign language (EFL).

This study aimed to prove whether the implementation of a EFL reading comprehension course for first - year undergraduate students at a public university in northern Mexico City improves academic performance on that subject. The study design was quasi - experimental with a non-random sample of 63 students both female and male. Pre- and post - tests were given to assess academic performance. From the Mann - Whitney U-test analysis, it was found that the difference between flipped classroom - traditional instruction, is not statistically significant (U = 454, p = .938, r = 0.01).

Palavras-chave : flipped classroom; reading comprehension; academic performance; EFL; higher education; English language.