FLIPPED CLASSROOM METHODOLOGY IN AUTONOMOUS LEARNING IN STUDENTS OF A PERUVIAN UNIVERSITY

The objective of this study was to establish to what extent the application of the Flipped Classroom methodology im-proves autonomous learning in students of a Peruvian uni-versity. Methodologically, the study was quantitative, with a pre-experimental design in which pre-test and post-test of a single group were carried out, of an applied type; whose population was made up of 230 students of the Business Administration and Management specialty of a Peruvian university of the eighth cycle; an intentional non -probabilistic sampling was applied, leaving the sample of 95 students taking the subject Organizational Leadership; the technique used was the survey and the instrument the questionnaire, likewise, video and recording resour-ces were used. The instrument was validated through ex-pert judgment, while reliability was calculated using the Cronbach's Alpha coefficient. The results indicate that au-tonomous learning in the pretest obtained a low level with 44%, while in the post test the level was high with 40%. Concluding that, it was possible to verify that the appli-cation of the Flipped Classroom methodology improves autonomous learning in students of a Peruvian university.