The effect of the flipped classroom on critical thinking: A study from the perspective of self-regulated learning
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Abstract
Critical thinking is a crucial competency in professional training today; however, its development remains limited in contexts where traditional methodologies still prevail. This study aimed to determine the influence of the flipped classroom methodology on the development of critical thinking in nursing students at a higher education institute, integrating self-regulated learning as a framework for interpretation. The research employed a quantitative approach, an explanatory level, and a quasi-experimental design, with a total sample of 120 students divided into a control group (n=61) and an experimental group (n=59). Critical thinking was measured using a 24-item questionnaire based on the eight elements of reasoning proposed by Paul and Elder (2003), with a five-point Likert scale. The results of the Mann-Whitney U test show statistically significant differences between the two groups (U=562.500, p=.000), with the experimental group performing better at all levels assessed. It is concluded that the flipped classroom methodology significantly influences the development of critical thinking, as analyzed from the theoretical framework of self-regulated learning in higher education technological students.
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