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RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo

versão On-line ISSN 2007-7467

Resumo

DIAZ PERERA, Juan José; LUNA FLORES, María del Carmen de  e  SALINAS-PADILLA, Heidi Angélica. Algebraic Leveling Course to Increase Academic Performance in Engineering Students in a Virtual Learning Environment. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2019, vol.9, n.18, pp.456-489. ISSN 2007-7467.  https://doi.org/10.23913/ride.v9i18.432.

The purpose of this study was to determine the influence of the development of a virtual learning environment, with basic contents of algebra in students of Mathematics II in the subject of differentiation. The research was quasi-experimental with pre-test and post-test; the sample was integrated with students of the first semester of the Petroleum Engineering career of the Universidad Autónoma del Carmen in the period August-December 2017. This sample was subdivided into two groups, the first with 24 students corresponding to the experimental group and the second with 41 students for the control group. The realization of the pre-test consisted in an objective multiple choice test, with which it was determined that both groups were homogeneous at the beginning of the experiment. A virtual learning environment was developed using the ADDIE structure (Analysis, Design, Development, Implementation and Evaluation) as an instructional design model. After the implementation of the virtual environment a posttest test was applied, with reagents similar to those established in the first test.

As part of the results both groups were no longer homogeneous; the experimental group was favored. In addition, a departmental test was applied corresponding to the subject of differentiation in both groups, the results of the test were correlated with those obtained in the virtual course and it was obtained a moderate positive correlation. In the same way, when comparing both groups, it was possible to establish that the experimental group had a better academic performance than the control group. In relation to the appreciation that students had regarding the use of virtual learning environments, they expressed a positive appreciation indicating that the virtual environment had supported their learning.

Palavras-chave : virtual learning environment; leveling in algebra; academic performance.

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