Influence of the flipped classroom on academic performance. A systematic review

The flipped classroom method stands out as one of the teaching methodologies with great projection for its implementation in the higher education stage. This method based on Information and Communication Technologies allows active student learning. given its rise, we must question what kind of influence it has on student learning. Thus, in this paper it was proposed as a purpose to analyze the scientific production on inverted classroom to check its effect on academic performance. Thus, it has been used a methodology of systematic review of the literature. Seven analysis variables were determined with influence on the main construct (academic performance), among them: sample size, subject of study, country, methodological design, data collection instrument, duration of studies and research results. Among the results obtained, we can highlight the variability of knowledge fields, the use of quasi-experimental design with control and experimental group, and pretest and posttest measures and the most used instrument for data collection: the test. In addition, most of the studies indicate the increase in academic performance in the groups where the inverted classroom is implemented compared to those that follow a traditional method. finally, the paper presents an optimistic framework for the implementation of the inverted classroom, since it is verified different benefits in student learning.