Effect of a Virtual Forum on Learning Differential Calculus

This study sought to determine the effect of a virtual forum, as a mediation strategy, on learning differential calculus content associated with limits and continuity of functions among first-semester computer engineering students in a Venezuelan university. The research was quantitative and used a...

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Main Authors: Caseres González, Erik Alexander, Pereira Rodríguez, Zita, Pereira Rodríguez, Luis Cristian
Format: info:eu-repo/semantics/article
Language:spa
Published: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2019
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Online Access:https://redie.uabc.mx/index.php/redie/article/view/2051
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spelling repositorioinstitucional-20.500.12930-63462023-05-09T15:05:10Z Effect of a Virtual Forum on Learning Differential Calculus Efecto del foro virtual sobre el aprendizaje de Cálculo Diferencial Caseres González, Erik Alexander Pereira Rodríguez, Zita Pereira Rodríguez, Luis Cristian Virtual forum mediated learning mathematics instruction Foro virtual mediación Matemáticas This study sought to determine the effect of a virtual forum, as a mediation strategy, on learning differential calculus content associated with limits and continuity of functions among first-semester computer engineering students in a Venezuelan university. The research was quantitative and used a retest-posttest quasi-experimental design with an experimental and a control group. An intra-group analysis based on a Student’s t-test found that the forum strategy had an effect on the experimental group’s learning, while the traditional strategy based on face-to-face activities had no effect on the control group’s learning. However, the intra-group analysis found no significant differences between both groups’ posttests, suggesting a need to review the way the forum is implemented to improve learning outcomes in mathematics in the future. El propósito de este estudio fue determinar el efecto del foro virtual como estrategia de mediación sobre el aprendizaje de contenidos de Cálculo Diferencial asociados a límite y continuidad de funciones en estudiantes del primer semestre de la carrera Ingeniería en Informática de una institución universitaria venezolana. La investigación fue de corte cuantitativo, de diseño cuasiexperimental con pretest y postest en un grupo experimental y otro de control. El análisis intragrupal a partir de la prueba t de Student revela que la estrategia del foro tuvo un efecto en el aprendizaje del grupo experimental mientras que la estrategia tradicional basada sólo en actividades presenciales no tuvo efecto en el aprendizaje del grupo de control. Sin embargo, el análisis intergrupal no reveló diferencias significativas al comparar los postest de ambos grupos, indicando la necesidad de revisar los modos de instrumentación del foro para mejorar los resultados de aprendizaje en matemática en experiencias futuras. 2019-10-07 2021-06-03T03:09:21Z 2021-06-03T03:09:21Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion https://redie.uabc.mx/index.php/redie/article/view/2051 10.24320/redie.2019.21.e30.2051 https://hdl.handle.net/20.500.12930/6346 spa https://redie.uabc.mx/index.php/redie/article/view/2051/1798 https://redie.uabc.mx/index.php/redie/article/view/2051/1799 https://redie.uabc.mx/index.php/redie/article/view/2051/1847 Derechos de autor 2019 Revista Electrónica de Investigación Educativa text/html application/pdf application/xml REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 11 Revista Electrónica de Investigación Educativa; Vol. 21 (2019); 1 - 11 1607-4041
institution Repositorio Institucional
collection DSpace
language spa
topic Virtual forum
mediated learning
mathematics instruction
Foro virtual
mediación
Matemáticas
spellingShingle Virtual forum
mediated learning
mathematics instruction
Foro virtual
mediación
Matemáticas
Caseres González, Erik Alexander
Pereira Rodríguez, Zita
Pereira Rodríguez, Luis Cristian
Effect of a Virtual Forum on Learning Differential Calculus
description This study sought to determine the effect of a virtual forum, as a mediation strategy, on learning differential calculus content associated with limits and continuity of functions among first-semester computer engineering students in a Venezuelan university. The research was quantitative and used a retest-posttest quasi-experimental design with an experimental and a control group. An intra-group analysis based on a Student’s t-test found that the forum strategy had an effect on the experimental group’s learning, while the traditional strategy based on face-to-face activities had no effect on the control group’s learning. However, the intra-group analysis found no significant differences between both groups’ posttests, suggesting a need to review the way the forum is implemented to improve learning outcomes in mathematics in the future.
format info:eu-repo/semantics/article
author Caseres González, Erik Alexander
Pereira Rodríguez, Zita
Pereira Rodríguez, Luis Cristian
author_facet Caseres González, Erik Alexander
Pereira Rodríguez, Zita
Pereira Rodríguez, Luis Cristian
author_sort Caseres González, Erik Alexander
title Effect of a Virtual Forum on Learning Differential Calculus
title_short Effect of a Virtual Forum on Learning Differential Calculus
title_full Effect of a Virtual Forum on Learning Differential Calculus
title_fullStr Effect of a Virtual Forum on Learning Differential Calculus
title_full_unstemmed Effect of a Virtual Forum on Learning Differential Calculus
title_sort effect of a virtual forum on learning differential calculus
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2019
url https://redie.uabc.mx/index.php/redie/article/view/2051
_version_ 1792610327519559680