Bibliographic citations
Vargas, L., (2021). Cuadernos interactivos, Jupyter python notebook y el nivel de aprendizaje del cálculo diferencial en los estudiantes del tercer ciclo de la Escuela Profesional de Ingeniería Civil de la Universidad Andina del Cusco 2019-II [Universidad Andina del Cusco]. https://hdl.handle.net/20.500.12557/4550
Vargas, L., Cuadernos interactivos, Jupyter python notebook y el nivel de aprendizaje del cálculo diferencial en los estudiantes del tercer ciclo de la Escuela Profesional de Ingeniería Civil de la Universidad Andina del Cusco 2019-II []. PE: Universidad Andina del Cusco; 2021. https://hdl.handle.net/20.500.12557/4550
@mastersthesis{sunedu/3125716,
title = "Cuadernos interactivos, Jupyter python notebook y el nivel de aprendizaje del cálculo diferencial en los estudiantes del tercer ciclo de la Escuela Profesional de Ingeniería Civil de la Universidad Andina del Cusco 2019-II",
author = "Vargas Añamaco, Luis Alberto",
publisher = "Universidad Andina del Cusco",
year = "2021"
}
The purpose of the research was to determine the effects of the use of interactive notebooks, free software, Jupyter Python Notebook, in the learning of Differential Calculus in students of the first cycles of the Professional School of Civil Engineering of the Universidad Andina del Cusco university. The research is experimental type, with a quasiexperimental pre-test and post-test design with a control group and an experimental one. First, the pre-test was applied to the two groups, obtaining a similar result. Subsequently, the content of the Differential Calculus was developed with the traditional method to the control group and to the experimental group the interactive notebooks were applied; finally the post test was applied. The statistical analysis made with the R and RStudio software with the t student's test showed a P-value = 0.000 <0.05 and prove that the learning achievements in the Differential Calculus are significantly better in the experimental group than in the control group with a confidence of the 95%; and the conclusion of the students who use the interactive notebooks obtained a mean of 17.04 with a deviation of 1.6 compared to a mean of 14.1 with a deviation of 1.6 of the students with the traditional method.
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