Influencia de la aplicación de las estrategias de aprendizaje colaborativo sobre el rendimiento académico en el curso de Matemáticas III de la Facultad de Ingeniería Eléctrica y Electrónica de la Universidad Nacional de Ingeniería
Fecha
2025
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Universidad Antonio Ruiz de Montoya
Resumen
La presente investigación tuvo como objetivo analizar si la aplicación de estrategias de Aprendizaje Colaborativo influye en el rendimiento académico en estudiantes del curso de Matemáticas III de la Facultad de Ingeniería Eléctrica y Electrónica de la Universidad Nacional de Ingeniería (UNI). Se utilizó un diseño cuasi-experimental con pre-test y post-test, empleando un grupo experimental (MA1330) y un grupo de control (MA133M), cada uno conformado por 17 estudiantes del ciclo 2019-2. Los instrumentos aplicados, previamente validados por expertos, midieron conocimientos procedimentales y conceptuales mediante rúbricas. La prueba de Shapiro-Wilk permitió evaluar la normalidad de los datos, aplicándose pruebas no paramétricas (U de Mann-Whitney) y paramétricas (t de Student), según correspondió, con un nivel de significancia del 5%. Los resultados evidenciaron diferencias significativas a favor del grupo experimental, tanto en conocimientos procedimentales (p = 0,0016 y p = 0,022) como conceptuales (p = 0,0067 en ambas comparaciones). Asimismo, el análisis pre y post-test mediante la prueba de Wilcoxon confirmó mejoras significativas en ambos tipos de conocimiento. Se aplicó además un cuestionario sobre dimensiones del aprendizaje colaborativo, alcanzando un Alfa de Cronbach de 0,922. Se concluyó que las estrategias de Aprendizaje Colaborativo influyeron positivamente en el rendimiento académico de Matemáticas III.
The objective of this research was to analyze whether the application of collaborative learning strategies influences academic performance in students enrolled in the mathematics III course at the Faculty of Electrical and Electronic Engineering of the National University of Engineering (UNI). A quasi-experimental design with pre- and post-tests was used, employing an experimental group (MA1330) and a control group (MA133M), each consisting of 17 students from the 2019-2 academic year. The instruments used, which had been previously validated by experts, measured procedural and conceptual knowledge using rubrics. The Shapiro-Wilk test was used to assess the normality of the data, applying non-parametric (Mann-Whitney U) and parametric (Student's t) tests, as appropriate, with a significance level of 5%. The results showed significant differences in favor of the experimental group, both in procedural knowledge (p = 0.0016 and p = 0.022) and conceptual knowledge (p = 0.0067 in both comparisons). Likewise, the pre- and post-test analysis using the Wilcoxon test confirmed significant improvements in both types of knowledge. A questionnaire on dimensions of collaborative learning was also administered, achieving a Cronbach's alpha of 0.922. It was concluded that collaborative learning strategies positively influenced academic performance and contributed to the development of soft skills, self-learning, and professional competencies.
The objective of this research was to analyze whether the application of collaborative learning strategies influences academic performance in students enrolled in the mathematics III course at the Faculty of Electrical and Electronic Engineering of the National University of Engineering (UNI). A quasi-experimental design with pre- and post-tests was used, employing an experimental group (MA1330) and a control group (MA133M), each consisting of 17 students from the 2019-2 academic year. The instruments used, which had been previously validated by experts, measured procedural and conceptual knowledge using rubrics. The Shapiro-Wilk test was used to assess the normality of the data, applying non-parametric (Mann-Whitney U) and parametric (Student's t) tests, as appropriate, with a significance level of 5%. The results showed significant differences in favor of the experimental group, both in procedural knowledge (p = 0.0016 and p = 0.022) and conceptual knowledge (p = 0.0067 in both comparisons). Likewise, the pre- and post-test analysis using the Wilcoxon test confirmed significant improvements in both types of knowledge. A questionnaire on dimensions of collaborative learning was also administered, achieving a Cronbach's alpha of 0.922. It was concluded that collaborative learning strategies positively influenced academic performance and contributed to the development of soft skills, self-learning, and professional competencies.
Descripción
Palabras clave
Rendimiento académico, Participación, Aprendizaje colaborativo, Evaluación
Citación
Mejia, E. y Rojas, V. (2025). Influencia de la aplicación de las estrategias de aprendizaje colaborativo sobre el rendimiento académico en el curso de Matemáticas III de la Facultad de Ingeniería Eléctrica y Electrónica de la Universidad Nacional de Ingeniería [Trabajo de investigación de maestría, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. https://hdl.handle.net/20.500.12833/2853
