  The progressive introduction of the flip teaching (FT) instructional model
into higher education has accelerated in recent years. The FT methodology seems
to be especially suitable for laboratory practice sessions: before the lab
session the students are given documents and videos that explain the
theoretical contents and the experimental procedure. When this material is
studied in advance, the practice session can be devoted to the discussion,
clarification and practical application of the acquired knowledge. This paper
describes the effect of the FT methodology on the students' academic
performance when it was applied to the laboratory practice in two subjects,
Physics and Electricity, of a technical degree. The laboratory and final grades
of these subjects were compared in four consecutive years. The characteristics
of all four years were quite similar, except that the traditional teaching
method (TM) was used in two, while FT was applied in the other two. The
statistical analysis shows that the academic results of the students were
better in both subjects under FT than those obtained using TM, and that the
difference was statistically significant.
