Virtual Learning Environment and Academic Performance of Higher-Level Students in the Subject of Mathematical Functions
Abstract
The purpose of this study was to determine the influence of the use of a virtual learning environment (VLE) as a didactic complement in the subject of mathematical functions in students of the School of Economic and Administrative Sciences of the Universidad Autónoma del Carmen. A correlational methodology was followed, with a quasi-experimental design, pretest and post-test. The non-probabilistic sample consisted of 125 students. The results indicate that there were significant statistical differences between the level of cognitive performance achieved by students who used the platform and those who did not use it: those who integrated the experimental groups were favored. Therefore, there is a better cognitive performance because of greater student participation in the VLE. Similarly, didactics in the virtual classroom favored autonomy and self-regulation. Finally, the interaction of the participants in the VLE increased their level of performance in the cognitive domains of conceptualization and operability, although it was lower in the domain of application skills.
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