Clases virtuales y aprendizaje del cálculo integral en tiempos de pandemia
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La pandemia ha dado lugar a realizar clases virtuales, las cuales son aquellas que se realizan en entornos virtuales y requiere de estrategias para mantener conectados a los estudiantes para lograr su aprendizaje. Esta investigación tiene como finalidad establecer la relación entre las clases virtuales y el aprendizaje del cálculo integral en tiempo de pandemia. La metodología fue propuesta bajo un enfoque cuantitativo, diseño correlacional no experimental; posteriormente de una población de 90 estudiantes de una universidad privada, sólo aceptaron formar parte de la investigación 60 estudiantes de la carrera de ingeniería de sistemas, matriculados en matemática II, que incluye el cálculo integral, a los cuales se aplicó un cuestionario Likert y aplicando el SPSS, el coeficiente de correlación Rho de Spearman fue 0.377, lo que indica que existe correlación entre variables. Finalmente se concluyó que existe relación entre las clases virtuales y el aprendizaje del cálculo integral.
The pandemic has given rise to virtual classes, which are those that are conducted in virtual environments and require strategies to keep students connected to achieve their learning. The purpose of this research is to establish the relationship between virtual classes and the learning of integral calculus in pandemic times. The methodology was proposed under a quantitative approach, non-experimental correlational design; subsequently, from a population of 90 students of a private university, only 60 students of the systems engineering career, enrolled in mathematics II, which includes integral calculus, accepted to be part of the research, to whom a Likert questionnaire was applied and applying the SPSS, the Spearman's Rho correlation coefficient was 0.377, which indicates that there is correlation between variables. Finally, it was concluded that there is a relationship between virtual classes and the learning of integral calculus.
The pandemic has given rise to virtual classes, which are those that are conducted in virtual environments and require strategies to keep students connected to achieve their learning. The purpose of this research is to establish the relationship between virtual classes and the learning of integral calculus in pandemic times. The methodology was proposed under a quantitative approach, non-experimental correlational design; subsequently, from a population of 90 students of a private university, only 60 students of the systems engineering career, enrolled in mathematics II, which includes integral calculus, accepted to be part of the research, to whom a Likert questionnaire was applied and applying the SPSS, the Spearman's Rho correlation coefficient was 0.377, which indicates that there is correlation between variables. Finally, it was concluded that there is a relationship between virtual classes and the learning of integral calculus.
Description
Vol. 8, No. 33