AGUERO CORZO, Eucaris del Carmen    DAVILA MORAN, Roberto Carlos. Flipped classroom pedagogical model and its relationship with academic performance in undergraduate students of a Peruvian University. []. , 19, 91, pp. 259-269.   30--2023. ISSN 1990-8644.

The general objective was to determine the relationship between the flipped classroom pedagogical model and academic performance in undergraduate students of a Peruvian university. The specific objectives were: to specify the relationship that exists between the flexible environment of the flipped classroom methodology and academic performance; identify the relationship between the learning culture according to the flipped classroom methodology and academic performance; define the relationship between the intentional content handled in the flipped classroom methodology and academic performance; to evaluate the relationship that exists between the professional educator in the flipped classroom methodology and academic performance. The study was of a basic type, quantitative approach, non-experimental design and correlational level. The population was 155 students of the 8th and 9th cycle of the industrial engineering career of a Peruvian university, from which a probabilistic sample of 110 students was taken. The questionnaire had 35 questions, all with five answer alternatives. The descriptive results indicate that flipped classroom has 62.7% average level and academic performance 72.7% average level. The inferential results show that there is a low positive relationship between the flipped classroom pedagogical model and academic performance in undergraduate students of a Peruvian university, with r=0.425 and sig=0.000<0.05.

: Flipped classroom; Academic performance; Culture; Learning; Content.

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