The impact of a technological intervention program on learning mathematical skills

Omar Cóndor-Herrera, Carlos Ramos-Galarza

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

8 Citas (Scopus)

Resumen

Learning mathematics is a challenge in the current educational context. This is demonstrated by a high percentage of students who both fail to develop these numerical-type skills and have a low academic performance. This research performs a quasi-experiment to develop mathematical skills and knowledge. The sample consisted of 54 students (20 female and 34 male) between 10 and 14 years old (Mage = 11.11, SD =.79) organized into two groups. First, an experimental group (N = 26) that received a technological intervention of learning virtual objects and second, a control group (N = 28). The results shown a statistical significant interaction between the experimental group and the post-test, which suggests that the intervention improves the skills to solve root exercises F(1, 52) = 10.41, p =.002, η2 =.17, with a significant main effect F(1, 52) = 1184.02, p = <.001, η2 =.96. The knowledge of root exercises problem-solving variable has no meaningful interaction with the intervention F(1, 52) = 2.14, p =.15, η2 =.04. Nevertheless, there was a direct effect between the pre- and post-test measurement differences and the intragroup factor F(1, 52) = 17.95, p = <.001, η2 =.26. The results are discussed about the benefit generated by the use of virtual learning objects in favor of developing mathematical skills and based on previously published studies.

Idioma originalInglés
Páginas (desde-hasta)1423-1433
Número de páginas11
PublicaciónEducation and Information Technologies
Volumen26
N.º2
DOI
EstadoPublicada - 27 ago. 2020

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© 2020, Springer Science+Business Media, LLC, part of Springer Nature.

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