“Resolución de problemas aritméticos con enunciado verbal (PAEV) mediante el uso de Mangus Classroom en estudiantes de básica primaria de Barranquilla”
Polo Pacheco, Henser De Jesús
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AbstractThe general purpose of the research work was to determine the impact of the use of the "Mangus Classroom" 2.0 Web tool for the strengthening of the problem solving competency type APVS (Arithmetic Problems with Verbal Statement) in students of Elementary school of Barranquilla. It was guided by the theoretical basis of the authors George Pólya (1945), Bermejo (1990), MEN (2016), George Siemens (2004), Schmidt and Weiser (1995), Martínez (1995), Puig and Cerdán (1988), among others. Its methodological orientation was prospective, longitudinal, quasi-experimental, explanatory and with a field modality. The population was represented by 4 ° A and 4 ° B students of IED La Milagrosa, Fe y Alegría and was selected through convenience sampling. A pre-test-post-test type test was used to collect data to determine performance levels before and after applying the Mangus Classroom 2.0 Web tool in the previous groups, specifically in the Experimental A group, formed by the students of 4th A. In turn, a semi-structured interview was conducted, through a questionnaire consisting of 16 open questions in order to know aspects concerning the pedagogical work of the teacher and teaching strategies used when dealing with situations of APVS type. Likewise, a non-systematic observation was carried out, using a checklist to validate in practice what was obtained in the previous instrument. The two previous instruments were validated by three (03) experts, being able to be applied in this process according to their judgment. As for the standardized test, its validation was not necessary, since it was made up of items applied in state tests by the MEN in 3° in different years. But its reliability was calculated by applying the Cronbach's Alpha equation, being reliable. As a technique of data analysis, descriptive statistics were used, taking into account the distribution of absolute and relative frequencies and thus knowing the behavior of the indicators. Moreover, the student's t was applied. It was concluded that the group in the types of APVS showed satisfactory type of competence, so the use of the "Mangus Classroom" Web 2.0 tool is of paramount importance as a teaching strategy. The main recommendation is to use the "Mangus Classroom" Web 2.0 tool for the creation of virtual environments for gamified learning.