Impacto de un aula virtual en el rendimiento académico del curso de física I del ciclo 2017 – I de la Facultad de Ingeniería Civil de la UNI
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2018
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Universidad Antonio Ruiz de Montoya
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El objetivo principal de este estudio fue determinar el impacto de un aula virtual en el rendimiento académico del curso de Física I (CB115) de la Facultad de Ingeniería Civil en el ciclo 2017 - I, el aula virtual se usó como complemento de las sesiones presenciales con herramientas de trabajo individual y de trabajo en equipo. El diseño utilizado fue un Pre-Test Post-Test con Grupo Control, como medida principal se consideró el rendimiento académico; otras medidas, fueron obtenidas a través de una encuesta de valoración de la implementación y uso del aula virtual (con alfa de Cronbach α = 0,829) y una rúbrica de medición de comportamiento del trabajo en equipo (con alfa de Cronbach α = 0,940). Las pruebas de entrada y de salida fueron validadas por juicio de expertos, estas dos últimas fueron usadas como información complementaria al estudio para estimar la contribución de la plataforma en el marco de las competencias que exigen los nuevos sílabos. Los grupos se organizaron de forma aleatoria por asignación de la Escuela Profesional: el grupo de control fue la sección K con 11 estudiantes y el grupo experimental fue la sección L con 10 estudiantes finalmente, ambas a cargo del investigador. Para las comparaciones se utilizó la prueba t – Student,
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la cual evidenció un impacto positivo y significativo del aula virtual sobre el rendimiento académico a un nivel de p < 0,05; asimismo, se obtuvieron diferencias significativas en algunos aspectos de la valoración del recurso y de la competencia de trabajo en equipo, implementada recientemente e incluida en el silabo para futuros desarrollos del curso. Este estudio es una contribución en aras de obtener tecnologías en el aula para el desarrollo de las competencias que recientemente se viene estructurando para el nuevo sílabo por competencias por exigencia de la Certificación Internacional ABET para la Facultad de Ingeniería Civil de la UNI. El aula virtual como herramienta complementaria implementada potencia las sesiones presenciales mejorando el rendimiento académico.
The main objective of this study was to determine the impact of a virtual classroom on the academic performance of the Physics I course (CB115) of the Faculty of Civil Engineering in the 2017 - I cycle, the virtual classroom was used as a complement to the face-to-face sessions with tools for individual work and teamwork. The design used was a Pre-Test Post-Test with Control Group, as the main measure was considered the academic performance; Other measures were obtained through a survey to assess the implementation and use of the virtual classroom (with Cronbach alpha α = 0.829) and a rubric for measuring teamwork behavior (with Cronbach alpha α = 0.940). The entrance and exit tests were validated by expert judgment, the latter two were used as complementary information to the study to estimate the contribution of the platform within the framework of the competencies required by the new syllables. The groups were organized randomly by assignment of the Professional School: the control group was the K section with 11 students and the experimental group was the L section with 10 students finally, both in charge of the researcher. For the comparisons, the t - Student test was used, which showed a positive and significant impact of the virtual classroom on academic performance at a level of p <0.05; Likewise, significant differences were obtained in some aspects of the resource 7 assessment and teamwork competency, recently implemented and included in the syllabus for future developments of the course. This study is a contribution in order to obtain technologies in the classroom for the development of the competences that have been recently structured for the new syllabus by competences for the requirement of the ABET International Certification for the Civil Engineering Faculty of the UNI, the implemented tool , the virtual classroom as a complement enhances face-to-face sessions improving academic performance.
The main objective of this study was to determine the impact of a virtual classroom on the academic performance of the Physics I course (CB115) of the Faculty of Civil Engineering in the 2017 - I cycle, the virtual classroom was used as a complement to the face-to-face sessions with tools for individual work and teamwork. The design used was a Pre-Test Post-Test with Control Group, as the main measure was considered the academic performance; Other measures were obtained through a survey to assess the implementation and use of the virtual classroom (with Cronbach alpha α = 0.829) and a rubric for measuring teamwork behavior (with Cronbach alpha α = 0.940). The entrance and exit tests were validated by expert judgment, the latter two were used as complementary information to the study to estimate the contribution of the platform within the framework of the competencies required by the new syllables. The groups were organized randomly by assignment of the Professional School: the control group was the K section with 11 students and the experimental group was the L section with 10 students finally, both in charge of the researcher. For the comparisons, the t - Student test was used, which showed a positive and significant impact of the virtual classroom on academic performance at a level of p <0.05; Likewise, significant differences were obtained in some aspects of the resource 7 assessment and teamwork competency, recently implemented and included in the syllabus for future developments of the course. This study is a contribution in order to obtain technologies in the classroom for the development of the competences that have been recently structured for the new syllabus by competences for the requirement of the ABET International Certification for the Civil Engineering Faculty of the UNI, the implemented tool , the virtual classroom as a complement enhances face-to-face sessions improving academic performance.
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Universidad Nacional de Ingeniería (Lima). -- Facultad de Ingeniería Civil, Enseñanza asistida por computadora, Rendimiento académico, Enseñanza de la física, Trabajo en equipo, Educación superior, Perú, Educación