E-learning como estrategia didáctica para mejorar las competencias de matemática en estudiantes universitarios

Abstract

The general objective was to determine the influence of e-learning as a didactic strategy to improve university students’ mathematics competencies. For this purpose, a quantitative applied quasi-experimental design methodology was used. It had a population of 128 students from the school of economics of a public university in Peru who met the inclusion and exclusion criteria. The sample consisted of 83 students, divided into a 40-participant control group and a 43-participant experimental group. The descriptive results indicated that 58% of the students in the experimental group reached a level in the process after implementing the experiment. It was 30% in expected achievement level, and 12% in outstanding achievement. This reached the development of cognitive procedural attitudinal investigative skills. It was concluded that e-learning as a didactic strategy significantly influences the improvement of university students’ mathematical competences, and this will allow these competences to be applied to pose and solve mathematical and daily problems in students’ personal and professional lives.