Effectiveness of the flipped classroom model to improve motivation and participation in mathematics in basic education

Abstract

Low student motivation and engagement in mathematics is a persistent problem in contemporary basic education. This research analyzed the effectiveness of the flipped classroom model as a pedagogical strategy to enhance student motivation and engagement in mathematics learning during basic education through a systematic review of the scientific literature. A qualitative design was implemented based on systematic bibliographic analysis, employing the PRISMA protocol for source identification, selection, and analysis. The search was conducted in multiple academic databases using descriptive terms in Spanish and English, applying specific inclusion and exclusion criteria that resulted in primary sources for in-depth analysis. The results showed significant improvements in student motivation and engagement, with digital participation and intrinsic motivation showing the most substantial increases. Teachers' digital competencies and technological access emerged as critical success factors, while teacher workload was the main limitation identified. The flipped classroom model demonstrates consistent effectiveness in transforming traditional classroom dynamics toward the active construction of mathematical learning, requiring systemic implementations that consider specific contextual factors to ensure equitable and sustainable outcomes.