Flipped classroom and research skills in a thesis project course

Authors

Author Biographies

  • Gustavo Luis Vilca Colquehuanca, National University of Juliaca

    Sociólogo y maestro en Economía. Coordinador de Grupo de Investigación: “Sociedad, política y gobierno” en la Universidad Nacional de Juliaca.

    ORCID: https://orcid.org/0000-0002-1900-0639  
    Correo electrónico: gvilca@unaj.edu.pe

  • Peregrino Melitón López Paz, Universidad Nacional del Altiplano

    Doctor en Educación por la UNA Puno, magíster en Sociología con mención en población por la PUCP-Lima Perú, Exdirector de la Unidad de Posgrado de Ciencias Sociales y excoordinador del Doctorado en Ciencias Sociales, Gestión Pública y Desarrollo Territorial. Director del Departamento Académico de Sociología y responsable del Grupo de Investigación Socioestadística del Instituto de Investigación del Vicerrectorado de Investigación UNAP.
    ORCID: https://orcid.org/0000-0002-6593-6999
    Correo electrónico: peregrinolopez@unap. edu.pe

  • Jackelin Corayma Condori Centeno, National University of Juliaca

    Licenciada en Gestión Pública y Desarrollo Social por la Universidad Nacional de Juliaca. Miembro del Grupo de Investigación “Sociedad, política y gobierno” (SPC).
    ORCID: https://orcid.org/0000-0003-4684-6557
    Correo electrónico:  jc.condoric@ unaj.edu.pe

  • Alessandra Margareth Sucasaca Robles, National University of Juliaca

    Estudiante de X semestre de Gestión Pública y Desarrollo Social en la Universidad de Juliaca.
    ORCID: https://orcid.org/0009-0004-4297-7044
    Correo electrónico: am.sucasacar@unaj.edu.pe  

DOI:

https://doi.org/10.18800/educacion.202602.A003

Keywords:

Flipped classroom, Active learning, Blended learning

Abstract

The use of internet-based technologies has driven the adoption of active learning strategies in higher education. Among these, the flipped classroom has been widely studied, though empirical evidence regarding its application in university contexts within the Peruvian highlands remains limited. The objective of this study was to analyze the impact of a flipped classroom strategy on the development of research skills among students enrolled in a thesis proposal course at a public university in southern Peru. This study employed a quantitative approach with an explanatory scope and a pre-experimental pretest–posttest design. Nineteen students participated in the pretest, and twenty-three participated in the posttest. Results indicate an average increase of 4.18 points in research skills following the intervention. However, these effects varied across specific skill sets and should be interpreted with caution due to the small sample size, the lack of a control group, and the potential influence of uncontrolled external variables.

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Published

2026-10-21

Issue

Vol. 35 No. 69 (2026)

Section

Artículos

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How to Cite

Vilca Colquehuanca, G. L., López Paz, P. M., Condori Centeno, J. C., & Sucasaca Robles, A. M. (2026). Flipped classroom and research skills in a thesis project course. Educacion, 35(69), 140-161. https://doi.org/10.18800/educacion.202602.A003