The impact of a technological intervention program on learning mathematical skills

摘要

Learning mathematics is a challenge in the current educational context. This is demonstrated by a high percentage of students who both fail to develop these numerical-type skills and have a low academic performance. This research performs a quasi-experiment to develop mathematical skills and knowledge. The sample consisted of 54 students (20 female and 34 male) between 10 and 14 years old (M-age = 11.11,SD = .79) organized into two groups. First, an experimental group (N = 26) that received a technological intervention of learning virtual objects and second, a control group (N = 28). The results shown a statistical significant interaction between the experimental group and the post-test, which suggests that the intervention improves the skills to solve root exercisesF((1, 52)) = 10.41,p = .002,eta(2) = .17, with a significant main effectF((1, 52)) = 1184.02,p = .001,eta 2 = .96. The knowledge of root exercises problem-solving variable has no meaningful interaction with the interventionF((1, 52)) = 2.14,p = .15,eta(2) = .04. Nevertheless, there was a direct effect between the pre- and post-test measurement differences and the intragroup factorF((1, 52)) = 17.95,p = .001,eta(2) = .26. The results are discussed about the benefit generated by the use of virtual learning objects in favor of developing mathematical skills and based on previously published studies.