Aprender óptica geométrica con retos: influencia del Aprendizaje Basado en Retos en el rendimiento académico

Abstract

The teaching of Physics at upper secondary level in Ecuador faces a persistent problem associated with students’ low academic performance, which is linked, among other factors, to the prevalence of traditional teaching methodologies. The study aimed to determine the influence of Challenge-Based Learning (CBL) on the academic performance of second-year upper secondary students in geometric optics. The study was conducted within a positivist paradigm, using a quantitative approach with a comparative-relational scope and a quasiexperimental design involving control and experimental groups. Objective tests were administered to assess students’ prior knowledge and the knowledge acquired in geometric optics. The non-parametric Mann–Whitney U test for independent samples was used to compare the academic performance of the two groups. The results of the diagnostic assessment indicated similar initial conditions between the groups, with scores ranging from 4 to 7 on a 10-point scale being the most frequent. Following the teaching intervention, the final assessment revealed a statistically significant difference between the two groups, with the experimental group achieving higher academic performance. Improvement was also observed in comprehension, problem-solving and analysis and interpretation, with analysis and interpretation showing the greatest improvement. These results demonstrate that Challenge-Based Learning enhances academic performance in geometric optics, while also fostering improvement in the assessed areas, particularly in analysis and interpretation.