Propuesta para mejorar el proceso de aprendizaje de la factorización en estudiantes del centro de admisión y nivelación de la espoch

Abstract

The main objective of this research work was to implement the ERCA methodology (Experience, Reflection, Conceptualization and Application) in the learning process of factoring algebraic expressions in the students at ESPOCH Admission and Leveling Center. For this purpose, a descriptive research, quasi-experimental design, with a quantitative approach was carried out. The population was considered to be the students of the Faculty of Sciences, from which a study sample of 134 students enrolled in Biochemistry and Pharmacy, Environmental Engineering and Mathematics was selected. The technique used for data collection was the application of a pre-test, where the level of knowledge of the students in factorization was identified, and a post-test after applying the ERCA methodology in the teaching of factorization, the data obtained were tabulated, analyzed and represented by means of statistical tables and graphs. For the statistical analysis, the Wilcoxon signed-rank test was used, resulting in a significant difference in the averages of the students, placing most of them in a very satisfactory performance level. Concluding that the application of the ERCA methodology in the learning of factoring favored significantly, the above allows recommending teachers to apply this methodology as an alternative for teaching factoring and allowing students to learn freely.