Propuesta de una Metodología activa para la enseñanza de matemáticas y su incidencia en el rendimiento académico de los estudiantes de bachillerato de la Unidad Educativa Mercedes de Jesús Molina

Abstract

The objective of this work is to determine the incidence of an active methodological proposal for teaching Mathematics on the academic performance of high school students at Mercedes de Jesús Molina Educative Unit in the city of Riobamba. The Scientific Method was used. An active – participating methodology which has motivating, moving, ludic, creative, and democratic features was proposed. These characteristics were used to plan some activities along with the teachers in order to identify capabilities and skills. This was achieved through tutorials that motivate and guide the students in their academic instruction. The techniques used considered multimedia applications to reach features such as accuracy, order, initiative, logic, quick thinking, and others that are implicit in the development of the different mathematical areas. Two twelfth grade groups with twenty-six students each were selected as the control groups. They were evaluated for three months. The first group used the traditional methodology and the second one used the active methodology. The results were as follows: the first group had 51% of false answer and 49% got true answers. The second group had 12% of false answers, and 88% of true answers. These were analyzed with the Z-statistic and the Intelligent Statistical Analysis System getting Z=6.605; therefore, the hypothesis has been accepted. It is concluded that using an active methodology increases the academic performance in students. It is recommended to train teachers of all educational levels to use this type of active participating methodologies.