Análisis de variación de la media de rendimiento académico entre metodologías implementadas en el proceso de enseñanza aprendizaje de las asignaturas del 10mo “B” de la UEMIB “Pueblo Kisapincha”

Abstract

The current contexts of the COVID 19 pandemic, has obligated different governments in a global level; to carry out actions aimed at continuing with the educational processes of student training. The teaching-learning methodologies play a fundamental role within the cognitive processes that intervene in the student's learning and assimilation of knowledge. Within the framework of the above, this research focused on determining the existing differences between teaching methodologies by subject regarding academic performance and between subjects; The determination of these differences allowed us to establish the strengths, opportunities and weaknesses that are presented within the prioritized emergency curriculum at EIB: the case of the 10th “B” of the UEMIB “Pueblo Kisapincha”. The main results that were obtained were that strategies based on research mechanisms and learning autonomy, allowed students to achieve higher values of academic performance in the subjects of Natural Sciences and Ethnoscience and Cultural and artistic Education; In addition, it was observed that as a consequence of the COVID 19 pandemic, which has weakened social relations due to mandatory isolation, it puts at a disadvantage methodologies that require social ties, such as Cooperative Work, they present disadvantages compared to other methodologies. Finally, it can be mentioned that, according to the assessment of the assimilation processes by the students, academic performance does not directly reflect the meaningful teaching processes acquired by the students, so it is suggested to review the methodology evaluation under the approach of intercultural bilingual education, where the verification of knowledge must be linked to the social recognition of the same.