Implementación de la estrategia didáctica basada en Aula invertida para mejorar los resultados de Dominio Matemático de las pruebas “Ser Bachiller” en la Unidad Educativa Adolfo H. Simmonds

Abstract

This research work will work on the need to improve the results of the mathematical proficiency of the "Ser Bachiller" test, this will be done by focusing on reinforcing the mathematical skills of the third-year students based on the methodology of inverted classroom. The pedagogical intervention was developed in 16 periods of 40 minutes each. This project was worked with students of the third accounting course, Evening session, which have 50 participants, 28 women and 22 men, with an average age of 17 years. Following the line of research proposed by the National University of Education (UNAE), this project focused on the implementation of innovative teaching proposals for their context, which is the “Adolfo H. Simmonds” Educational Unit located in the center of the city of Guayaquil. This study used qualitative instruments of information such as student surveys, specialist interview and focus groups, and also quantitative tests (pre and post test) were used. The result of the mathematical field of the “Ser Bachiller” test, of the Month of January 2020, was that the students participating in the process achieved an average of 12 correct answers, which is higher than the average of 2 correct answers achieved in the diagnostic test. This result is evidence that the development of mathematical skills was achieved through the inverted classroom method, which was a significant improvement in the results gotten in the mathematical domain. In the analysis of the information instruments, related with this intervention project, there were several findings: first, that in the initial period there was resistance to the new methodology; although through an adaptation process the students took advantage of its flexibility, and that they ended up satisfied with the results achieved, even so they asked that the content to be more practical, since the available time of the students was not sufficient for the number of activities asynchronous to meet.