Exelearning como estrategia didáctica para el aprendizaje de la circunferencia a través de la metodología DICREVOA para estudiantes de segundo año de Bachillerato de la Unidad Educativa La Salle.

Abstract

The main objective of the work was to determine the influence of the application of Exelearning as a didactic strategy for learning circumference through the DICREVOA methodology for students in the second year of Bachillerato at the La Salle Educational Unit. The research had a quantitative approach, the data obtained through the collection of information were numerical and allowed the validation of the hypothesis put forward, the research design was quasi-experimental because it used a control group and experiment to determine the influence of the teaching strategy, the scope was relational because it sought to determine the relationship between the variables under study. The sample consisted of 70 students in the second year of the baccalaureate at the La Salle Educational Unit and the instruments used were: a pre-test, a post-test, and a survey. The results obtained through the hypothesis test showed a significance level of 0.000, which implies the rejection of the null hypothesis and the acceptance of the alternative hypothesis: the application of Exelearning as a didactic strategy influences the learning of circumference in the students of the second year of the baccalaureate of the La Salle Educational Unit. Finally, it is concluded that the average of the experimental group was higher than that of the control group, with a difference of 4 points in the average of the first group over the second, so the implementation of Exelearning in different subjects is suggested.