Measurement of the performance of the inverted classroom methodology in the finance learning environment: A comparison with the traditional class

The inverted class or Flipped Classroom teaching methodology that proposes that the work of certain learning processes be transferred out of the classroom, that is to say that the students prepare the subjects outside the alma mater, through the use of information and communication technologies ( TIC) and uses time in the classroom to carry out activities that require greater participation and student - teacher interaction, to debate ideas and development of constructs and mindfacts appropriate to generational change, management that is sustained with the support of new technologies; In conclusion, the method under study reverses the activities that are normally done in classes, with the activities that are done at home, that is, the technique proposes a change of paradigm more adjusted to the current realities of teaching. In order to demonstrate the potential of the Inverted Class proposal, the professors participating in this research reviewed in depth the results achieved with the application of this technique within the subject Capital Market pertaining to the degree of Business Administration and the financial area specifically to compare the results; To obtain the corresponding metrics, a perception measurement was displayed to students of two cohorts for the year 2017, distributed in 4 rooms per semester, and an average of 25 students per class, for a total of 212 students participating in the methodology belonging to the schools of economic and accounting administrative sciences of the private Universities of the region, where the technique object of study was applied and orienting others under the traditional system of education. This was elaborated in light of the case research approach, abstracting the results through the use of qualitative and quantitative methods, obtaining empirical evidence in the significant improvement of the students in terms of results and appropriation of competences, with an increase in the participation of students, and a strong orientation with discipline to the management of tasks and the research component, through interaction with technological tools placed at the service of pedagogy.