Ciencias Humanas y de la Educación
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Item Educación virtual vs educación presencial en las Matemáticas de la Unidad Educativa Provincia El Oro(Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación Mención en Enseñanza de la Matemática, 2025-04-14) Caicedo Pozo Johanna Elizabeth; Mayorga Ases María José; Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la educación -Maestría en Educación con Mención en Enseñanza de la matemáticaThis research project aims to diagnose the learning outcomes of virtual education to improve academic performance in face-to-face Mathematics education for ninth-grade students at "Provincia El Oro" Educative Unit. A quantitative and applied-level methodology was adopted. The quasi-experimental design allowed for an analysis of the impact by comparing students' academic performance before and after the intervention. Additionally, the study followed a bibliographic and field research approach, relying on a review of previous studies on virtual and face-to-face education. The study population consisted of 26 students, selected through intentional sampling. A pretest and posttest were applied to measure academic performance, along with a perception survey. The results revealed that students prefer face-to-face education as more effective due to greater engagement, motivation, and direct interaction with peers and teachers. Statistical analysis results showed a significant improvement in performance: the median grade increased from 7 in the pretest to 9 points in the posttest. Furthermore, 73% of the students achieved a satisfactory mastery of the content after the face-to-face intervention, whereas they faced greater difficulties in the virtual modality. The study concludes that face-to-face education promotes better academic performance, as direct interaction and the physical learning environment are crucial for effective learning. It is recommended to integrate technological resources with personalized pedagogical strategies in face-to-face teaching. This includes teacher training workshops on the use of digital tools, platforms, and resources to develop interactive materials that complement classroom instruction. This approach would allow for the integration of the best aspects of both modalities, optimizing Mathematics performance, providing greater flexibility, autonomy, and adaptability to any educational setting