Resumen

ALVAREZ YSLADO, Claudia Rosa; HUAMAN CELMI, Enrique Camilo  y  YSLADO MENDEZ, Rosario Margarita. Flipped classroom and written communication in English among secondary school students at a public educational institution, Peru. Rev. Int. Investig. Cienc. Soc. [online]. 2026, vol.22, n.1, pp.17-32. ISSN 2226-4000.  https://doi.org/10.18004/riics.2026.junio.17.

During the post-pandemic period, the use of the flipped classroom pedagogical strategy is particularly relevant. The objective of this study was to examine the impact of the flipped classroom on the learning of written communication in English among secondary school students at an educational institution in the Andean region of Peru. Method: This is an applied study with a quasi-experimental design involving intact groups and a longitudinal approach. The sample consisted of 43 first-year secondary school students. Results: In the pre-test, 92.45% of the control group demonstrated a low level of written communication, and 4.55% demonstrated a moderate level. In the post-test, 33.33% demonstrated a low level, and 66.67% demonstrated a moderate level. In the experimental group, on the pre-test, 100% of the students had a low level, and on the post-test, 80.95% had a low level and 19.05% had a moderate level. The difference in means between the pre-test and post-test was significant (p = 0.00) in both groups. Conclusion: The flipped classroom pedagogical strategy improves learning in written communication in English, positively impacting academic performance; however, it does not significantly influence text appropriateness or the organization of ideas in English.

Palabras clave : student; learning; communication.

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