Software educativo no desempenho acadêmico dos estudantes da Universidade Estadual Amazônica, Equador
DOI:
https://doi.org/10.35622/j.rie.2024.04.003Palavras-chave:
avaliação do estudante, desempenho acadêmico, , inovação no ensino, software educativo, tecnologia educacionalResumo
O baixo desempenho em Matemática I na Universidade Estadual Amazônia (UEA) evidenciou a necessidade de implementar soluções tecnológicas para otimizar o aprendizado. O estudo teve como objetivo avaliar o impacto de um software educativo no desempenho acadêmico dos estudantes do primeiro semestre. Sob um desenho quase-experimental, um total de 121 participantes foi dividido em um grupo experimental (GE) com 29 estudantes e um grupo de controle (GC) com 31 estudantes, que foram utilizados sem alterações. Aos participantes foram aplicados questionários e provas escritas, além de uma entrevista inicial com o diretor do curso. Os métodos de análise incluíram testes de Fisher-Snedecor e t-Student para realizar comparações entre os grupos. Os resultados mostraram que ambos os grupos apresentaram níveis homogêneos no Pré-teste inicial (média de 7,4140 e 7,0323, respectivamente), garantindo condições equitativas antes da intervenção. Ao final, o GE alcançou uma média significativamente superior no Pós-teste (14,0690 contra 10,4194 do GC), demonstrando um impacto positivo do software no aprendizado. Além disso, 86,21% dos estudantes relataram maior motivação e 79,31% destacaram melhorias na interação professor-aluno. Esses resultados indicam que o software educativo é eficaz para superar as limitações dos métodos tradicionais. Para aplicá-lo em outros contextos, é essencial garantir uma infraestrutura tecnológica adequada, capacitar os professores em competências digitais e desenvolver conteúdos adaptados às necessidades específicas dos estudantes, considerando tanto o nível de preparação inicial quanto os estilos de aprendizado.
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Copyright (c) 2024 David Zambrano Vera, Jennifer Zambrano Tapia, Víctor Del Corral Villarroel, Reni Vinocunga Pillajo (Autor/a)
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
