Evaluating Differences in Mathematical Competencies in Middle School Students during Pandemic Conditions through Preparatec Platform

Datos Bibliográficos

ID22045178
AutoresBlanca Estela Maldonado-García (0000-0003-4042-9349, Tecnológico de Monterrey), Alejandra Ocampo-Díaz (0000-0003-0569-2782, Tecnológico de Monterrey), May Portuguez Castro (0000-0001-7531-6956, Institute for the Future, autor de correspondencia)
Año2022
Volumen12
Número8
Páginas546
Fecha de publicación2022-08-12
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducation Sciences (JOURNAL)
Identificadores de la revistaISSN: 2227-7102 • E-ISSN: 2227-7102
EditorialMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci12080546
OpenAlexW4291392416
IdiomaEN
Citas recibidas1
Referencias citadas31

This research proposes to evaluate the difference in essential mathematical competencies of middle school students transitioning to high school level under pandemic conditions (COVID-19) using the PreparaTec platform and Programme for International Student Assessment (PISA) released items as an evaluation instrument. The study was conducted with 84 students from first semester high school at Prepa Tec (Tecnologico de Monterrey, Campus Cuernavaca) aged 14 and 15. The students were divided into three experimental groups and a control group. Three levels of mathematical competencies: reproduction, definitions, and calculations (level 1), connections and integration to solve problems (level 2), and reflection (level 3) were evaluated. We applied a pre-test at the beginning of the semester and a post-test at the end after using the PreparaTec platform. Both tests were written and applied in a face-to-face format. The study presents the findings regarding the impact of using the PreparaTec platform during the first semester in the three levels of mathematical competencies mentioned. The results obtained are presented in two analyses. The first analysis involves the results obtained per experimental group and according to the number of correct answers per group. The second analysis represents a comparison between the percentage of correct answers and the level of difficulty per question per student regarding the percentage, determined by the Organisation for Economic Cooperation and Development (OECD) and Spain in the format presented by PISA. The pre-test and post-test consisted of 23 questions from items released from PISA, which contemplated measuring the three levels of mathematical competence. The results showed an improvement of 57% in level 1 proficiency questions, 63.6% in level 2 proficiency, and 100% in level 3 proficiency. The findings indicate that new teaching strategies based on Information and Communication Technologies (ICT) and more meaningful assessment forms further develop students’ mathematical competencies

Mathematics education · Medical education · Computer Science · Digital literacy in education · E-Learning and Knowledge Management · Educational Innovations and Technology · Medicine · Psychology · Artificial Intelligence