Herramientas digitales como estrategia metodológica para la enseñanza-aprendizaje de funciones binarias hidrogenadas en segundo de bachillerato de la Unidad Educativa Herlinda Toral

Abstract

The objective of this work is to determine the influence of a methodological strategy based on digital tools for hydrogenated binary functions in chemistry teaching and learning, by means of in students of the second year of high school with specialty in accounting parallel A morning section of the Herlinda Toral High School. By introducing an ideology and critical self-reflection, a socio-critical paradigm with a mixed approach to collecting quantitative and qualitative data, as well as an experimental design applicable to the researcher who handles a variable that is not tested, under controlled conditions, is introduced to the project. For the study, a sample of 29 students was purposively selected. The instruments used were participant observation, analytical survey, pretest and posttest and satisfaction survey, which respond to the dependent variable which is teaching-learning and the independent variable which is digital tools. The following digital tools were used to develop the methodological strategy: canva software and website, chemistry suite application, quizizz web/app, cerebriti.com and classroom platforms. After its application in the classroom, 96.5% of students indicated that their learning improved from an overall average of 1.5/10 in the pretest to 9.6/10 in the posttest. Similarly, 93.1% of students rated the content taught as planned and organized, which helped to demonstrate that the proposed intervention had a positive influence on teaching and learning.