Flipped Classroom and Active Strategies: Students’ Perceptions of Engagement in Numerical Analysis

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Published: 2026-04-22
DOI: https://doi.org/10.32719/26312816.6155
Keywords:
flipped classroom, student engagement, active methodologies, numerical analysis

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Leandro Blass
Federal University of Pampa ROR
https://orcid.org/0000-0003-2302-776X
Angélica Cristina Rhoden
Federal University of Pampa ROR
https://orcid.org/0000-0002-7296-4031

Abstract

The Flipped Classroom Approach (FCA) is a pedagogical approach with the potential to promote student engagement in higher education. This study aims to analyze students’ perceptions of the FCA, which is associated with the use of mind maps, problem-solving, group work, and seminars, and with the strengthening of the four dimensions of student engagement, cognitive, behavioral, emotional, and agentic, in a Numerical Analysis course. This qualitative study was conducted over four months during the first semester of 2024, involving 28 students from a multi-disciplinary cohort at a public university in southern Brazil. Data were collected through an open-ended questionnaire and analyzed using IRaMuTeQ software. The results indicate that the adopted methodological strategies fostered an integrated interaction among the dimensions of engagement. Cognitive engagement was associated with content comprehension and application through collaborative problem-solving and the use of mind maps. Behavioral engagement was evidenced by active participation in collective activities and seminars. Emotional engagement was strengthened by peer support and teacher mediation. Agentic engagement was highlighted through autonomy in prior preparation and in proposing strategies. The findings suggest that the combination of these strategies contributes to a participatory and self-regulated learning process.

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Article Details

Issue

Vol. 9 No. 1 (2026): Andean Journal of Education 9(1) (November, 2025-April, 2026)

Section

Research
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Author Biographies

Leandro Blass, Federal University of Pampa

He holds a Bachelor's degree in Mathematics from the Regional University of the Northwest of the State of Rio Grande do Sul (2008), and a Master's degree in Mathematical Modeling (CAPES Grade 4) from the Regional University of the Northwest of the State of Rio Grande do Sul (2011). He holds a PhD in Computational Modeling (CAPES Grade 6) from the University of the State of Rio de Janeiro (2015). Currently, he is an Associate Professor in the Mathematics Department and the Master's program in Teaching at the Federal University of Pampa (UNIPAMPA), as well as the coordinator of the Specialization in Mathematics Teaching for Secondary Education (Mathematics in Practice) – (UAB – 2024).

He is the leader of the research groups G.A.M.A – Research Group on Learning, Methodologies, and Evaluation – UNIPAMPA, and Modeling and Data Analysis. Additionally, he is a member of the research groups: GEPEFORTE – Group for Studies and Research on Educational Policies, Teacher Training, and Digital Technologies in Education – UFFS, and the group for Modeling applied to the development and optimization of technological processes and dynamic systems, from 2014 to the present.

He has experience in the field of transport phenomena modeling, with an emphasis on modeling paraffin deposition in oil pipelines. He also has experience in the modeling and simulation of heat transfer phenomena in flexible pavements. He works with the following numerical methods: Finite Differences and Finite Volumes for solving partial differential equations. Furthermore, his research lines include active methodologies and active learning in higher education, the use of technologies, problem-solving, assessment rubrics, and applied statistics.

Angélica Cristina Rhoden , Federal University of Pampa

She holds a degree in Agribusiness Management from the Federal Institute of Education, Science and Technology Farroupilha, Santo Augusto campus (2016). She holds a Bachelor's degree in Business Administration from the Brazilian Institute of Education (IBF), Paraíso do Norte campus (2020). She holds a Master's degree in Agribusiness from the Federal University of Santa Maria, Palmeira das Missões campus (2018), in the research line of organizational arrangements and competitiveness. She holds a PhD in Rural Extension and Development from the Federal University of Santa Maria, in the research line of economic and organizational dynamics (2023). She is a specialist in Project Management and Information Technology from the Federal Institute of Rio de Janeiro (2023). She holds a degree in Vocational and Technological Education, with an emphasis on administration and active methodologies, from the Federal Institute Sul-rio-grandense (2023). She is a postdoctoral fellow in Educational Technologies at the Federal University of the Southern Frontier (UFFS), Chapecó campus (2024).

 

How to Cite

Blass, L., & Cristina Rhoden , A. . (2026). Flipped Classroom and Active Strategies: Students’ Perceptions of Engagement in Numerical Analysis. Andean Journal of Education, 9(1), 6155. https://doi.org/10.32719/26312816.6155

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