Context: The inverted class has been proposed as an alternative educational approach to classical methods, but its effectiveness in improving outcomes is disputed. Method: SVT prospective teachers belonging to an experimental class (n = 31) were taught using the inverted class approach. Whereas the trainees in the control class (n = 30) followed a traditional education. Pre-test and post-test results, as well as end-of-module results were analyzed to evaluate the effectiveness of this pedagogical model. Results: The two groups did not record any significant differences in the pre-test and the end-of-module exam. Indeed, in both tests, the p-value of the t-test is higher than the selected alpha level (p> 0.05). However, a statistically significant difference was recorded in the post-test in favor of the experimental group elements. Conclusion: The integration of the inverted class in a training situation in internal geodynamics did not have an immediate positive effect on the performance of future teachers. But this protocol would improve the long-term memorization of acquired knowledge.
Volume 12 | 01-Special Issue
Pages: 80-87
DOI: 10.5373/JARDCS/V12SP1/20201049