Virtual training in mathematical competencies through the Khan Academy platform
DOI:
https://doi.org/10.15649/2346030X.3571Keywords:
virtual training, khan academy, academic performanceAbstract
The purpose of the article lies in the creation of virtual training courses on the Khan Academy platform, based on the results of the academic performance of students entering the first semester of University, in Mathematical skills. The methodology was non-experimental, transectional design, explanatory level and type of field. The population and sample were (189) students, with an instrument validated by five experts in the area, Likert-type scale. Based on the analysis of results, virtual training courses in mathematics were created. According to the study, it was found that 31% of the student population has a performance level of (0-35), where the student can probably read specific information. At level (36-50), 31% of the population was found, where the student is able to compare and establish relationships between presented data. At level (51-70), 19% was presented, where the student selects information, points out errors and makes different types of simple arithmetic and algebraic transformations and manipulations. Finally, at level (71-100), it was 20%, here problems are solved and justify the truth or falsity of statements that require the use of concepts of probability, algebraic properties, trigonometric relations and characteristics of real functions.
References
OECD, "Revisión de políticas nacionales de educación. La educación en Colombia," 2016.
S. Tobon, "La formacion basada en competencias en la educacion superior: el enfoque complejo.," Universidad de la Guadalajara., 2008.
J. Zapata, "El modelo y enfoque de formación por competencias en la Educación Superior: apuntes sobre sus fortalezas y debilidades.," Revista Academia y Virtualidad, vol. 8, no. 2, pp. 24-33, 2015.
ICFES, "INFORME NACIONAL Resultados nacionales 2014-II – 2017-II Saber 11," 2018.
ICFES, "Marco de referencia para la evaluacion, ICFES. Modulo razonamiento cuantitativo, saber 11- Saber Pro.," 2015.
ICFES, "Matemáticas. Marco de referencia para la evaluación.," 2020.
ICFES, "Modulo Razonamiento Cuantitativo saber Pro y Saber T y T. Marco de Referencia para la evaluacion.," 2023.
J. F. J. M. A. y. V. S. Vergara, " Estrategia didáctica para el fortalecimiento del razonamiento cuantitativo mediante el uso de las TIC.," Matua, vol. Vol. 2, no. Nº 2, pp. 71-80, 2015.
E. Cordero, " Uso del Khan Academy en el logro de las competencias matemáticas en estudiantes del 1° de secundaria en la I.E. N° 2022, Comas .," Universidad Cesar Vallejo, ,Lima – Peru., 2019.
A. Bonilla, " Diseño de una estrategia de enseñanza y aprendizaje bimodal mediada por la plataforma Khan Academy como herramienta de apoyo en estudiantes de séptimo grado.," Pontificia Universidad Javeriana., Bogotá. Colombia., 2016.
ICFES, " Guía de orientación saber 11, ICFES 2021-2.," 2021.
S. Betancur López, " Operacionalización de variables.," Universidad de Caldas., Manizales Colombia., 2013.
M. Núñez Flores, " LAS VARIABLES: ESTRUCTURA Y FUNCIÓN EN LA HIPÓTESIS.," , vol. Vol 11., no. N°20, pp. 163-179, 2007.
M. Tamayo y Tamayo, Metodologia De La Investigacion., Mexico D.F.: Limusa., 2013.
R. F. C. y. B. M. • Hernández, Metodología de la investigación. Sexta edición., México D.F.: McGRAW-HILL., 2014.
D. K. B. C. H. y. V. d. K. H. Tempelaar, "El papel de los exámenes formativos digitales en el aprendizaje virtual de matemáticas: un estudio de caso en los Países Bajos.," Revista de Universidad y Sociedad del Conocimiento (RUSC)., vol. vol. 9., no. núm. 1., pp. pp. 92-113, 2012.
E. y. S. J. Huapaya, "La resolución de problemas en entornos virtuales: propuesta didáctica en estudiantes de matemática i-ii Cpel-universidad san Ignacio de Loyola.," Universidad San Ignacio de Loyola., Lima, Peru., 2017.
j. Ayil, "Entorno virtual de aprendizaje: una herramienta de apoyo para la enseñanza de las matemáticas.," RITI Journal., vol. Vol. 6, no. No 11., pp. 34-39, 2018.
I. y. M. S. Cuesta, " Alternativa metodológica basada en el uso de khan Academy como refuerzo académico en matemáticas para mejorar el rendimiento académico.," Universidad Nacional De Educación., Azogues, Ecuador. , 2019.
M.-D. ,. A.-S. ,. G.-P. J. González-Zamar, "Aprendizaje ubicuo en educación artística y lenguajes visuales: Análisis de tendencias," Campus Virtuales., vol. Vol 10., no. No 1, pp. 125-139, 2021.
M. M. M. S. ,. E. C. Schmidta, "Combining physical and cognitive training to improve kindergarten.," Contemporary Educational Psychology , vol. 63, pp. 1-14, 2020.
R. Bucea-Manea-Țoniş, O. Martins, R. Bucea-Manea-Țoniş, C. Gheorghiță, V. Kuleto, M. Ilić and V.-E. Simion, "Blockchain Technology Enhances Sustainable Higher Education. , 13, 12347," Sustainability., vol. 13, no. 22, p. 12347, 2021.
Y. A. A. Y. A. Qasem, "Continuance use of cloud computing in higher education institutions: A conceptual model.," Applied Sciences, vol. 10, no. 19, p. 6628, 2020.
L. L. J. M. Ung, "Computational thinking for teachers: Development of a localised E-learning system," Computers & Education, vol. 177, p. 104379, 2022.
K. ,. F. I. S. ,. S. M. I. Letaief, "Edge Artificial Intelligence for 6G: Vision.," IEEE JOURNAL ON SELECTED AREAS IN COMMUNICATIONS, vol. 40, no. 1, 2022.
R. W. Elastika, Sukono and S. P. Dewanto, "Analysis of Factors Affecting Students' Mathematics Learning Difficulties Using SEM as Information for Teaching Improvement," ERIC Number: EJ1319610, vol. 14, no. 4, pp. 281-300, 2021.
Z. K. M. B. O. Shafait, "Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education," PubMed , vol. 16, no. 7, p. 0255177, 2021.
I. M. S. K. Ramli, "The Impacts of Learning Analytics on Primary Level Mathematics Curriculum," Universal Journal of Educational Research., vol. 8, no. 5A, pp. 95-99, 2020.
E. Sen, "THEMATIC ANALYSIS OF ARTICLES ON FLIPPED LEARNING IN MATHEMATICS EDUCATION," Turkish Online Journal of Distance Education., vol. 23, no. 2, pp. 202-222, 2022.
O. R. N. H. U. J. U. U. I. M. Nja CO, "Students’ attitude and academic achievement in a flipped classroom.," Heliyon, vol. 8, no. 1, pp. 1-12, 2022.
A. M. Lemmo, "High School Students’ Use of Digital General Resources During Lockdown.," European Journal of Science and Mathematics Education., vol. 10, no. 1, pp. 139-153, 2022.
C. L. Y. ,. Z. Tu, "Hybrid Element Heuristic Algorithm Optimizing Neural Network-Based Educational Courses.," Wireless Communications and Mobile Computing., vol. 2021, pp. 1-12, 2021.
A. L.-M. P. H. W. ,. M.-M. Melgar, "Gamification in the Learning of Mathematics in University Students.," International Journal of Early Childhood Special Education, vol. 13, no. 2, pp. 444-454, 2021.
I. S. R. Adaobi Ubah, "Blended Learning Approach to Mathematics Education Modules: An Analysis of Pre-Service Teachers' Perceptions.," International Journal of Learning, Teaching and Educational Research., vol. 19, no. 7, pp. 298-319, 2020.
J. M. B. A. C. H. M. M. C. M. &. V. M. Cebrian, "Semi-automatic validation of cycle-accurate simulation infrastructures: The case for gem5-x86.," Future generations computer systems., vol. 112, no. 11, pp. 832-847, 2020.
S. S. R. A. K. T. &. S. O. Blakseth, "Deep neural network enabled corrective source term approach to hybrid analysis and modeling.," Neural Networks., vol. 146, no. c, pp. 181-199, 2022.
D. A. A. M. S. &. H. S. J. Robson, "Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review.," Psychological Bulletin, vol. 146, no. 4, pp. 324-354, 2020.
J. M. B. A. C. H. M. M. C. M. &. V. M. Cebrian, "Semi-automatic validation of cycle-accurate simulation infrastructures: The case for gem5-x86," Future Generation Computer Systems., vol. 112, no. 11, pp. 832-847, 2020.
Downloads
Published
How to Cite
Issue
Section
Altmetrics
Downloads
License
Copyright (c) 2024 AiBi Journal of Research, Administration and Engineering
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal offers open access under a Creative Commons Attibution License
This work is under license Creative Commons Attribution (CC BY 4.0).
