Metodología activa para el aprendizaje de la estadística de los estudiantes de segundo de bachillerato de la U. E. Honorato Vásquez
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Date
2022-04-01
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Universidad Tècnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestrìa en enseñanza de la Matemàtica
Abstract
La investigación tiene objetivo, contrastar la metodología activa y el aprendizaje de la
estadística en la Unidad Educativa Honorato Vásquez de la ciudad de Ambato, la
metodología utilizada es la experimental, con enfoque cualitativo y cuantitativo, con
un nivel o tipo descriptivo, con una modalidad documental o bibliográfica como
fuentes secundarias y de campo como fuente primaria, la población fueron 20
estudiantes de segundo de bachillerato de la U. E. Honorato Vásquez, al ser una
población finita no fue necesario aplicar la fórmula muestral de Pearson, es decir no
se calculó la muestra al ser una población pequeña, por lo tanto se tomó el total del
universo de la población, además la conclusión más importante al contrastar la
metodología activa y el aprendizaje de la estadística se pudo observar que al seguir
utilizando los métodos tradicionales, el estudiante se siente desmotivado y por lo cual
piensan que la asignatura de estadística le ven como difícil, y no tienen interés en
aprender por lo cual no entienden las clases e incluso llegan a tener temor a la
Description
The research aims to contrast the active methodology and the learning of statistics in
the Honorato Vásquez Educational Unit of the city of Ambato, the methodology used
is experimental, with a qualitative and quantitative approach, with a descriptive level
or type, with a modality documentary or bibliographic sources as secondary sources
and field sources as primary sources, the population will be made up of 20 second year
high school students from the EU Honorato Vásquez, being a finite population it was
not necessary to apply the Pearson sample formula, that is, it was not calculated the
sample being a small population, therefore the total of the population universe was
taken, in addition the most important conclusion when contrasting the active
methodology and the learning of statistics could be observed that by continuing to use
traditional methods, the student feels unmotivated and for this reason they think that
the statistics course is seen as difficult, and does not have n interest in learning for
which they do not understand the classes and even fear the subject, in addition the
active methodology allows the student to be more collaborative and at the same time
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forge their own knowledge as is done in the constructivist pedagogical method of
Piaget, It could also be observed that some teachers do not have knowledge of this
methodology or do not know how to use it, being necessary to have these competences
that are conditioned to the new reality by the virtual modality due to Covid-19, and
today active methodologies are used in the classroom invested in virtual platforms for
the PEA, finally it is recommended to determine the appropriate strategies of the active
methodology in the learning of statistics in which the teacher and the student have to
have a complete mastery so that they can take advantage of one hundred percent all
the benefits such as: eliminate scattered attention, motivation, interest and be
collaborative and participative.
Keywords
CONTRASTAR, ESTADÍSTICA, METODOLOGÍA