Efecto del entrenamiento en autorregulación para el aprendizaje de la matemática

Luis Bayardo Sanabria Rodríguez, Nilson Genaro Valencia Vallejo, Jaime Ibáñez Ibáñez

Resumen


Este documento evidencia la necesidad de incorporar una estrategia pedagógica en un ambiente B-learning que sirve como un tipo de andamiaje para el desarrollo de la capacidad autorreguladora, en función de mejorar el rendimiento académico de las matemáticas. El interés de abordar esta problemática estuvo dirigido a observar el efecto de entrenar a los estudiantes con el sistema de autorregulación, incorporado en un ambiente B-learning, sobre el rendimiento académico. Para ello, se exploró la interacción entre el ambiente pedagógico (variable independiente), el rendimiento académico y la capacidad autorreguladora. Participaron 56 estudiantes, hombres y mujeres de primer semestre que cursaban un taller de mejoramiento de matemática básica. El tratamiento de los datos se realizó a partir de un análisis ANCOVA. Los resultados mostraron de manera consistente que el entrenamiento en autorregulación afecta positivamente el aprendizaje de los estudiantes y como consecuencia, el mejoramiento del rendimiento académico.

Palabras clave


aprendizaje; rendimiento académico; autonomía educativa; apoyo pedagógico; tecnologías de la información

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Referencias


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DOI: https://doi.org/10.19053/22160159.v8.n16.2017.6167

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