Teaching tools to improve academic performance.

[EN] The “flipped classroom” is a new teaching methodology model that seeks to reverse the way learning contents are delivered to students in order to promote the subject understanding by working at home. The aim of the study is to analyze whether the implementation with “flipped classroom” is useful as a teaching tool to improve academic performance and if it is dependent on the sex of participants. We have a sample of 75 kinesiology students (55% male and 46% female) and 98 of obstetrics (94% women and 4% men), between 20-24 years. They performed three tests in the academic semester: 1st test, control group N = 164; 2nd test, introduction from class to class on paper; 3 test, introduction of web platform. The average score of the first test was 3.86 ± 0.78 and confidence interval (3.74-3.99), second test average score was 4.12 ± 0.87 and confidence interval (3.99-4.26) and third test average score was 4.92 ± 0.94 and interval confidence (4.77- 5.05). An analysis of variance was done obtai[ES] El flipped classroom es un nuevo modelo metodológico docente que trata de invertir la forma en que los contenidos de aprendizaje se entregan a los alumnos para favorecer el entendimiento de la materia mediante un trabajo en casa .El objetivo del estudio es analizar si la implantación del ”flippedd classroom” es útil como herramienta docente para mejorar el rendimiento académico y si este es dependiente del sexo. Contamos con una cohorte de 75 alumnos de kinesiología (55% hombres y 46% mujeres) y 98 de obstetricia (94%mujeres y 4% hombres) de ambos sexos entre los 20-24 años. Se les realizo tres pruebas en el semestre académico, 1ºprueba, grupo control N=164, 2 prueba, introducción de clase a clase en papel, 3 pruebas, introducción de plataforma web. La nota media de la primera prueba fue 3,86± 0.78 e intervalo de confianza (3.74-3.99) la de la segunda prueba fue 4.12± 0.87 intervalo de confianza (3.99-4.26) y de la tercera prueba 4.92±0.94 e intervalo de confianza (4.77- 5.05.) Se realArrobas Velilla, T.; Cazenave Sánchez, JI.; Cañizares Díaz, JI.; Fernández Serrat, ML. (2014). Herramientas didácticas para mejorar el rendimiento académico. REDU. Revista de Docencia Universitaria. 12(4):397-413. https://doi.org/10.4995/redu.2014.5633OJS397413124Bergmann, J. (2012). Flip Your Classroom: Talk To Every Student In Every Class Every Day Author: Jonathan Bergmann, Aaron Sams, Publisher: Inte.Bligh, D. A. (1972). What's the Use of Lectures? (pp. 21-43). Harmondsworth: Penguin.Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: Handbook I: Cognitive domain. New York: David McKay, 19, 56.Bonwell, C. C., & Sutherland, T. E. (1996). 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