Characterization of flipped classroom teaching in multigrade rural schools

<p><b>Description of the project</b></p>
</p>The study we focused on the application of the Flipped Classroom (FC) method in the context of multigrade rural classroom (MRC). The research was guided by two research questions:</p>
<ul>
<li>Research question 1 (RQ-1): Does the implementation of the FC method in MRC require adapting standard FC procedures?</li>
<li>Research question 2 (RQ-2): Is there a particular methodological framework for applying FC in MRC?</li>
</ul>
<p>RQ-1 is based on the analysis of FC teaching practices in MRC. The aim was to determine whether interventions with students of different levels affected the sequence and habitual actions in FC.</p>
<p>RQ-2 was to determine some kind of regularity or pattern in the eventual variation in the application of the FC method in these types of spaces.</p>
<p>In order to answer these questions, questionnaire-based research was conducted, complemented by in-depth interviews with teachers in rural multigrade classrooms. The data collected came from teachers in a number of schools located in a specific region, allowing the research to be formulated as a case study.</p>
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<p><b>Description of the dataset</b></p>
<p>Aggregate data from questionnaires-interviews with teachers in rural multigrade classrooms on the implementation of Flipped Classroom methodologies.</p>