Uso de las tics en el área de matemáticas de la Carrera Ingeniería de Sistemas de la Universidad Privada Nur de Santa Cruz de la Sierra, Bolivia.
Abstract
La finalidad de la presente investigación es identificar la utilización de las tics en el aula como un recurso activo y dinamizador en el proceso aprendizaje enseñanza (PAE) de la asignatura. La investigación tuvo un enfoque cuali-cuantitativo de tipo descriptivo. Se utilizaron técnicas como: revisión documental, entrevista semi-estructurada, observación no participante y encuestas con respuestas cerradas utilizando la escala de Likert. Los resultados de la investigación revelaban que el histórico del rendimiento académico de los estudiantes en las gestiones 2014-2015 tenía un alto porcentaje de estudiantes aprobados (76%), sin embargo, el porcentaje de educandos que abandonaron las asignaturas (13%) era mayor con respecto de aquellos que reprobaron (11%).
The purpose of this research is to identify the use of tics in the classroom as an active and dynamic resource in the Teaching Learning Process (TLP) of the subject. The investigation had a qualitative-quantitative approach of descriptive type. Techniques were used such as: documentary review, semi-structured interview, non-participant observation and closed response surveys using the Likert scale. The results of the investigation revealed that the history of the academic performance of students in the 2014-2015 administrations had a high percentage of approved students (76%), however the percentage of students who left the subjects (13%) was higher with respect to those who failed (11%).
The purpose of this research is to identify the use of tics in the classroom as an active and dynamic resource in the Teaching Learning Process (TLP) of the subject. The investigation had a qualitative-quantitative approach of descriptive type. Techniques were used such as: documentary review, semi-structured interview, non-participant observation and closed response surveys using the Likert scale. The results of the investigation revealed that the history of the academic performance of students in the 2014-2015 administrations had a high percentage of approved students (76%), however the percentage of students who left the subjects (13%) was higher with respect to those who failed (11%).
Description
Vol. 15, No. 15