Bibliographic citations
Erquizio, J., (2020). El aprendizaje basado en problemas como estrategia didáctica en el aprendizaje de los estudiantes del curso matemática I de la Facultad de Ingeniería Eléctrica y Electrónica de la Universidad Nacional de Ingeniería [Universidad Antonio Ruiz de Montoya]. http://hdl.handle.net/20.500.12833/2090
Erquizio, J., El aprendizaje basado en problemas como estrategia didáctica en el aprendizaje de los estudiantes del curso matemática I de la Facultad de Ingeniería Eléctrica y Electrónica de la Universidad Nacional de Ingeniería []. PE: Universidad Antonio Ruiz de Montoya; 2020. http://hdl.handle.net/20.500.12833/2090
@mastersthesis{renati/1008664,
title = "El aprendizaje basado en problemas como estrategia didáctica en el aprendizaje de los estudiantes del curso matemática I de la Facultad de Ingeniería Eléctrica y Electrónica de la Universidad Nacional de Ingeniería",
author = "Erquizio Espinal, José Eduardo",
publisher = "Universidad Antonio Ruiz de Montoya",
year = "2020"
}
Using a quasi-experimental pre test post test design with a control group to check learning improvements, 28 students from the Engineering University - Faculty of Electrical and Electronic Engineering developed an Academic Unit of Mathematics I Course (Unit 3: Reason for Change, and Maximum and Minimum). The conceptual and procedural aspects under the didactic strategy with Problem-Based Learning (ABP) Methodology; were compared with a control group formed by 23 students who developed the same unit under the traditional teaching method of the course. Instruments were designed to evaluate the conceptual and procedural knowledge of the unit, with their respective qualification rubrics. These were validated by judges and the item-test method and applied at the beginning and the end of the unit in question. A program for the development of the ABP-based unit was also designed, which was submitted to the assessment of experts who validated it. The results of the comparison of the achievements between both groups (difference between the post test and the pre test) for Unit 3 Reason for Change, and Maximum and Minimum of the Mathematics I course point to achievements significantly higher than p<.001 in favor of the experimental group in procedural and conceptual knowledge. It is concluded that the ABP method significantly improves the learning of unit 3 of the Mathematics I course of the students of the Faculty of Electrical and Electronic Engineering of the National University of Engineering compared to the use of a traditional method, this was supported by effect size calculations. As additional positive elements, a tendency towards self-learning and deep investigation of the complexities of the unit topics was observed in the students of the experimental group.
This item is licensed under a Creative Commons License