El aprendizaje basado en juegos como estrategia pedagógica para la enseñanza de los números romanos en estudiantes de séptimo grado de educación general básica en la Unidad Educativa “Rodríguez Albornoz”

Abstract

This research aimed to determine the contribution of game-based learning to the teaching of Roman numerals to seventh-grade students at the Unidad Educativa “Rodríguez Albornoz”. The research design was pre-experimental/post-experimental with a single longitudinal cohort group, a mixed-methods approach, and a correlational level of study. The research methodology was bibliographic, documentary, and fieldbased. The sample consisted of 40 students from seventh grade, section “A.” The techniques used were observation, employing a participant observation checklist as the instrument, and a survey using a semi-structured interview with two teachers in charge of the seventh-grade mathematics area. The survey consisted of 21 questions related to the two variables. This research was framed within the research line of Social and Educational Behavior. The results showed that the initial average score was 5.97 points. After the intervention, the average score rose to 8.00 points. In conclusion, the use of ABJ is presented as an innovative and significant pedagogical strategy that improves students' learning of Roman numerals..