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Measurement of the appropriation of learning

achievements in physics in virtual and blended

modalities

Medición de la apropiación de logros de aprehendizaje

en física en modalidades virtual y semipresencial

Jonathan Castro-Terán

Unidad Educativa Lev Vygotsky, Sangolquí, Ecuador

Departamento de Investigación Educativa

jonathancastro@lev.edu.ec

https://orcid.org/0000-0003-3280-3177

(Received on: 10/08/2023; Accepted on: 1/10/2023; Final version received on: 08/04/2024)

Suggested citation: Castro-Terán, J. (2024). Measurement of the appropriation of learning

achievements in physics in virtual and blended modalities. Revista Cátedra, 7(2), 60-77.

Abstract

The aim of this study was to evaluate the impact of the covid-19 pandemic on the acquisition

of learning achievements in Physics in students of the Lev Vygotsky Educational Unit in the

city of Quito-Ecuador through the statistical analysis of standardized assessments. An

evaluation matrix was designed to record the learning achievement to be evaluated,

together with the corresponding code for its identification, level and type of achievement.

The instrument consisted of 20 multiple-choice questions with four options, covering

elementary, basic and advanced levels. The questions were grouped by topic and structured

to demonstrate the applicability of knowledge. Assessments were cumulative and included

all content covered during the first quarter of the 2021-2022 school year. Data were

collected through assessments validated by the institution's mediators and analysed to

identify significant differences between virtual and blended learning modes. The results of

mean comparison by means of the t-test indicated that there is no significant difference in

the appropriation of learning achievements between students who attended blended and

virtual classes. This study highlights the importance of effective pedagogical practices in the

appropriation of students' learning achievements regardless of the mode of study.

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Keywords

Online learning, physics teaching, educational strategies, learning achievement, educational

purposes, school performance.

Resumen

El objetivo de este estudio fue evaluar el impacto de la pandemia por covid-19 en la

adquisición de logros de aprehendizaje en Física en estudiantes de la Unidad Educativa Lev

Vygotsky de la ciudad de Quito-Ecuador a través del análisis estadístico de evaluaciones

estandarizadas. Se diseñó una matriz de evaluación para registrar el logro de aprehendizaje

a evaluar, junto con el código correspondiente para su identificación, el nivel y el tipo de

logro. El instrumento consistió en 20 preguntas de opción múltiple con cuatro opciones,

cubriendo niveles elemental, básico y avanzado. Las preguntas se agruparon por temas y se

estructuraron para demostrar la aplicabilidad del conocimiento. Las evaluaciones fueron

acumulativas e incluyeron todo el contenido cubierto durante el primer quimestre del año

escolar 2021-2022. Los datos se recopilaron a través de evaluaciones validadas por los

mediadores de la institución y se analizaron para identificar diferencias significativas entre

los modos de enseñanza virtual y semipresencial. Los resultados de comparación de medias

por medio de la prueba t indicaron que no existe diferencia significativa en la apropiación

de los logros de aprehendizaje entre los estudiantes que asistieron a clases

semipresenciales y los que asistieron a clases virtuales. Este estudio resalta la importancia

de prácticas pedagógicas efectivas en la apropiación de los logros de aprehendizaje de los

estudiantes sin importar la modalidad de estudio

Palabras clave

Aprendizaje en línea, enseñanza de la física, estrategias educativas, logros de aprendizaje,

propósitos educativos, rendimiento escolar.

1. Introduction

The covid-19 pandemic has generated significant transformations in education around the

world, forcing educational institutions to adapt to non-traditional teaching methods. One of

the main adaptations has been the transition to virtual or blended learning modalities to

avoid the spread of the virus. With this, the need arises to evaluate learning in these

modalities, especially in high school students.

From this arises the need to investigate and contrast the appropriation of learning

achievements among students who attended blended and virtual classes. The purpose of

the study was to obtain valuable information for decision making in the educational field.

This paper shows the results of a study that compares the learning achievements of the

students of the Lev Vygotsky Educational Unit, in both modalities during the school year

2021 - 2022.

Although virtual education has gained ground in recent years, the pandemic has accelerated

its massive implementation. This raises doubts about its effectiveness compared to face-to-

face or blended learning. Consequently, it is necessary to evaluate learning in both

modalities to determine which is more effective during the pandemic and how educational

practices can be improved in this new context, leading to the following research question:

What are the effects of the covid-19 pandemic on the appropriation of learning

achievements in the subject of Physics by the students of the Lev Vygotsky Educational Unit

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during the first quarter of the 2021-2022 school year? This is the central question addressed

in this paper, with the aim of ensuring quality education in the post-pandemic period. For

this purpose, the learning achievement assessments will be statistically analyzed in order

to implement effective pedagogical practices. In order to achieve this approach, the

following specific objectives have been defined:

 To design standardized instruments for the evaluation of learning achievements in

the subject of Physics through a process of validation by experts.

 To measure the appropriation of learning achievements in the subject of Physics

through the application of validated evaluations by experts to identify significant

differences between the virtual and blended learning modalities.

The hypothesis put forward for this study suggests that academic performance in the

assessment of learning achievement in the subject of Physics will be higher among students

who participated in blended classes compared to those who attended virtual classes during

the pandemic. It is expected that, direct interaction between students and teachers, together

with access to resources and materials in the classroom, will contribute to an improvement

in learning and, consequently, in academic performance, in contrast to those who

participated in virtual classes and might face distractions in the home environment during

virtual sessions.

In this study, we intend to demonstrate that one of the two educational modalities, either

blended or virtual, is more effective for students' learning. Through the evaluation of

cognitive and praxeutic

learning achievements in Physics of students in both modalities,

we seek to determine which of them allows a greater understanding and retention of the

contents, especially in the context of the pandemic and the need to adapt to new forms of

teaching. This research is also expected to provide recommendations to educational

authorities on the most appropriate modality to ensure effective learning in times of

pandemic.

The topic of learning assessment in different educational modalities in times of pandemic

and post-pandemic is of great interest due to the need to find effective solutions to

guarantee student learning in a context of uncertainty and constant change. The pandemic

has forced educational institutions to adapt quickly to new teaching and learning

modalities, which has generated a debate about the most effective pedagogical modality and

strategies for student learning. Therefore, it is essential to conduct studies to determine the

best way to ensure learning in post-pandemic times.

This manuscript is organized into six main sections. In the introduction, the general context

of the topic is presented and the problem addressed in this study is stated. Then, the general

objective and specific objectives, the hypothesis and the idea to be defended are established.

The generalities of Conceptual Pedagogy and the design of Learning Achievement are

addressed, as well as the guidelines for the creation of standardized tests. In the

methodology section, the sample is described, as well as the way in which data collection

was carried out and the statistical analysis used. In the results section, the findings of the

study are presented, accompanied by tables and figures for a better understanding of the

Praxeitive system is understood as the set of skills and abilities essential to process knowledge and

apply it in different contexts, therefore, it indicates what the student is able to do. Lev Vygotsky

Educational Unit (2018, p. 20).

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findings. The discussion section focuses on the interpretation of the results and their

comparison with previous studies in the literature. Finally, the conclusions section

summarizes the main findings and offers recommendations for future research on the

subject.

2. Literature review

In this research we sought to analyze the effectiveness of two educational modalities during

the pandemic, so it is important to review previous studies conducted in this field and to

know the relevant theories and approaches for the analysis of the results. This theoretical

framework addresses the pedagogical approach governing the Lev Vygotsky Educational

Unit and online and blended learning education, as well as previous studies that have

evaluated the effectiveness of these educational modalities.

2.1 Conceptual Pedagogy

According to José Brito (2013), a pedagogical model is "a schematic representation of

reality, which guides decision-making in the design and development of the curriculum and

is an indicator of educational quality" (p. 7). Therefore, it is the set of features of an

educational institution that differentiates it from others.

At the Lev Vygotsky Educational Unit, the Conceptual Pedagogy model predominates, which

stems from the reflections of Miguel and Julián De Zubiría Samper on "what to teach" and

"how to teach" (De Zubiría and De Zubiría, 1995) based on the contributions of Vygotsky,

Piaget, Wallon, Luria, Merani, among others. The fundamental purpose of conceptual

pedagogy, being an ultramodern pedagogical model, is to form symbolic, loving, ethical,

talented, creative and affectively competent symbolic analysts. This model is supported by

a theoretical compendium on mentefacts, exceptional minds, instruments of knowledge,

intellectual operations, theory of the six readings and psychological minds (Lev Vygotsky

Educational Unit [LEV], 2020, pp. 45-49).

Figure 1 shows the conceptual mentefact of Conceptual Pedagogy in which Structural

Pedagogy is visualized as its supra ordinate, together with the essential characteristics that

differentiate it from Active Learning and Teaching for Understanding, and the applications

according to its subtheories.

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Figure 1. Mind-set [[Conceptual Pedagogy]] Adapted: De Zubiría et al., 2019, Lev Vygotsky Educational Unit,

2020

To achieve the objective of Conceptual Pedagogy, the Hexagon Model is used, which is a

technology of Curricular and Didactic Design where the pedagogical elements are defined,

that is, the elements that guide the educational process. The how of the process is also

determined, that is, the didactic elements. In the postulate, the didactic elements are

subordinated to the pedagogical ones. When referring to the pedagogical elements, it is

mentioned that the learning achievements (purposes), the indicators of success in learning

(evaluation) and the learning contents (teachings), become the purpose of the process, since

they express in a consequential way what is sought in the student, as shown in Figure 2.

Figure 2. Model of the curricular hexagon. Adapted from Castro, 2017

Semantic memory is not designed for the processing of large amounts of data and

information, “these can be memorized and retained as long as they are functional; then they

are discarded as ‘cortical garbage’ when this memory is full, so the retention time is short”

Brainteaser

•Neurolinguistic pedagogy based on the Human Triangle.

•Loving (Affectively competent)

•Talented (Competence in the knowledge society)

•Politician (Committed to his social environment)

•Hexagon curriculum model

•Metacognitive learning

•Teacher as developer of thought

Structural

Pedagogy

CONCEPTUAL

PEDAGOGY

 Significant learning.

 Teaching for compression.

According to

subtheories

Conceptual Cognitive

Pedagogy

Integrated Conceptual

Pedagogy

Instruments of

knowledge

Intellectual

Operations

Theory of the

6 readings

Exceptional

minds

Psychological

minds

DIMENSIONS

DIDACTIC MATRIX

PEDAGOGICAL MATRIX

6.Teaching Resources

What resources are necessary to

support the mind?

5. Methodology. (Strategies)

What logic should govern

teaching activities to guide the

mind and qualify performance?

1. Purposes

What learning achievements

should students achieve?

2.Evaluation

How to evaluate the evidence

that shows that a person has

achieved this performance?

3.Teachings

What information structures do

you need to learn to rate

performance?

4. Didactic Sequence (Program)

What are the stages that must be

developed in teaching to qualify

performance?

CURRICULAR

EXAGON MODEL

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(Brito Albuja, 2013, pp. 7-51; De Zubiría, 2000, pp. 14-39). For such reason, learning is

developed through instruments of knowledge and intellectual operations. “An instrument

of knowledge is a generalized learning that allows the comprehension of the world around

us; it abstracts reality into a complex mental tool that helps us to interpret situations and to

apprehend” (LEV, 2020, p. 42).

Intellectual operations allow the processing, utilization, exercise and application of the

instruments of knowledge. These intellectual operations are mental abilities that potentiate

each of the levels of thought for the creation of new structures and semantic relations, as

shown in Table 1. For this reason, it is necessary to teach simultaneously the intellectual

operations together with the instrument of knowledge to be taught.

Conceptual Pedagogy offers an important contribution regarding the teaching of knowledge

instruments by means of mentefacts. These focus on three fundamental areas: 1) cognitive,

which allows the understanding of the world through sciences; 2) affective, which refers to

the attitudes, affections and emotions necessary for human formation and motivations; and

3) praxeitive, which focuses on the skills and abilities necessary to process knowledge and

apply it.

Age

Level of

thinking

Instrument of

knowledge

Intellectual Operations

2 - 6 years

Notional

Notion

Introjection, Projection,

Nomination and De-

nomination

6 – 12 years

Propositional

Proposition

Encoding, Decoding,

Propositionalization and

Exemplification

12 – 14 years

Formal

Chain of

reasoning

Induction, Deduction,

Transduction and

Hypothesizing

14 – 16 years

Argumental

Argument

Tesification,

Argumentation

(Counterargumentation),

Derivation and Definition

16 – 18 years

Conceptual

Concept

Supraordination,

Exclusion, Isoordination

and Infraordination

Table 1. Relationship between levels of thinking, instruments of knowledge and intellectual operations.

Adapted from: (Unidad Educativa Lev Vygotsky, 2020)

Each of these areas is related to the human triangle and are hierarchized according to the

level of thinking to be developed. The great advantage of mentefacts is that they allow the

development of thinking from an early age, organizing and categorizing the objects and

notions of the Popperian Three Worlds and transforming information into real knowledge.

In addition, they are a very useful didactic tool for transcending from particular information

to instruments of knowledge and generalizations that allow understanding the world.

Figure 3 shows the conceptualization of the mentefact.

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2.2 Learning Achievements

According to José Brito (2019) "a learning achievement is the action (ability) and,

sometimes, the operation (skill), which is manifested in its execution, realization or

performance" (p. 1) as a direct consequence of a teaching-learning process for the

acquisition of a competence. On the other hand, Kennedy (2007) states that "learning

achievements anticipate what students will be able to do with the learning, under what

conditions they will do it, and suggest evaluation criteria" (p. 19). These achievements guide

the choice of the evaluation system, the selection of teaching content, teaching and learning

strategies and activities, as well as the selection and use of resources.

For the Ministry of Education of Ecuador (2019) the learning achievements.

They are those that identify the capacities associated with the areas of

knowledge, practices and experiences of the area and/or subject in the

corresponding sublevel; they constitute the previous steps towards the

achievement of the general objectives of the area. The objectives of the

area by sub-level cover the set of learning of each area in the

corresponding sub-level. (p. 21)

Figure 3. Conceptualization of mentefact. Adapted from: De Zubiría et al., 2019

In the case of Conceptual Pedagogy, curricular characteristics are defined by learning

achievements, which include the acquisition of knowledge, skills and formative

competencies. This pedagogical model is context-focused and interdisciplinary. In addition,

it focuses on the needs of the labor market, unlike the traditional curriculum that focuses

 Graphic

representation of

ideas

IDEOGRAM

GRAPHIC ORGANIZER

MINDFACT

 Visual representation of

organized information.

 Activates semantic memory.

 Representation of hierarchical

knowledge instruments,

 Structured by intellectual processes

(intellectual operations)

 Complies with factual rules.

 Semantic map

 Conceptual map

 Flowchart

According to levels of

thought.

Notional

Propositional

Formal

Conceptual

Plot

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only on the knowledge to be transmitted to students. Moreover, according to the European

Center for the Development of Vocational Education and Training (2011) “the definition of

learning achievements promotes teaching and learning practices in different places and

through different strategies, always learner-centered” (pp. 3-4).

For learning achievements to become the “generic outcome statements of what a learner is

expected to have achieved at the end of a level of learning” (Moon, 2004, p. 3), emphasis

should be placed on the learner's ability to perform an action, expressing it in terms of the

human dimensions: affectivity, cognition and praxis. Each outcome should include a single

action verb, followed by its complement and a context sentence. Precision in the wording

implies avoiding ambiguous terms such as knowing, comprehending, learning or

understanding; being related to the competencies selected and adapted to the educational

level. In addition, they should be stated in such a way that the degree of acquisition by the

students can be checked. According to Royo (2010) “to formulate them, it is necessary to

include a verb that indicates the action, one or several terms for the object of the action, and

others to express the level of detail, character or context of the execution” (p. 20).

2.3 Learning assessment

Evaluation is a key element that indicates the level of achievement of the established

purposes, the effectiveness of teaching, students' progress and the effectiveness of the

didactic resources used. In addition, it allows reflection on the planning and development

of the educational process (De Zubiría et al., 2019). According to Julian De Zubiría (2015)

evaluation must contemplate the three human dimensions. In this sense,

a description and explanation of the current level of development is

required, taking into account the context and the personal, social and

family history of the person being evaluated. In addition, it is important

to prioritize the assessment of modifiability and to recognize that

assessment is necessarily an intersubjective process. The quality of the

assessment is based on the proposed objectives having appropriate

criteria and instruments, so that the diagnosis allows the selection of the

most appropriate option (pp. 233-241).

Experts in educational assessment assign three purposes: to diagnose, to form and to add

up.Standardized tests are considered a valuable tool for assessment, as they have been used

and maintained according to educational and social needs for content standardization.

According to George-Reyes (2020) “these tests are used to verify the learning achieved by

students, as well as to obtain indicators to compare the educational systems of different

regions or even countries” (p. 420).

For the design of standardized assessments, a methodological framework is defined to make

the assessment operational and to provide precise guidelines for structuring the

instrument. This methodological framework contains information on the types of

assessment, items, instruments, scoring rule, cut-off points and assessment time, as shown

in Table 2. (INEVAL, 2021, pp. 11-14).

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Component

Property

Target population

Characterization of the subjects to whom the

evaluation will be applied, considering age group and

referential number of the target population.

Type of assessment

Identification of the purpose of the evaluation

according to the evaluating agent, the use of results or

the moment of application.

Type of items

Selection of the type of item, number of plausible

answers and number of correct answer options.

Number of items

Determination of the number of items proposed.

Type of instrument

Establishment of the type of instrument to be used in

the evaluation.

Time of assessment

Specification of the duration of the evaluation based

on data from past evaluations or pilot evaluations.

Cognitive levels

Specification of the cognitive levels of the taxonomy

or theory to be used, as reflected in the instrument.

Calculation of cut-off

points and scoring rule

Indication of the minimum cut-off point above which

the subject will be considered to pass or fail the

evaluation, including the qualification rule.

Evaluating agent

Definition of the person or institution that will apply

the evaluation instrument; in case there are different

roles, the function of each participant is described.

Application

considerations

Establishment of the necessary regulations to

guarantee adequate levels of reliability in the

application of the evaluation according to the

population and the modality of application of the

instrument.

Table 2. Components of the methodological framework for a standardized assessment. Adapted from:

(INEVAL, 2021, pp. 11-14)

2.4 Pandemic Education

The covid-19 health crisis forced governments to implement control measures to reduce

the spread of the virus, such as social isolation (Fong et al., 2020, p. 977), suspension of

economic activities (Rahman et al., 2020, p. 2), mandatory use of masks, border closures

(Lau et al., 2020, p.8), reduction of transportation services (Tirachini and Cats, 2020, p. 15)

and, of course, discontinuation of face-to-face mode in educational institutions (Crawford,

2020, p. 20).

Despite this, educational institutions have implemented strategies to continue academic

programs through virtual education. However, this modality presents problems such as the

lack of technological resources on the part of students, reflecting the economic limitations

they face and restricting their access to connectivity and digital media at home. In addition,

for Sánchez-Almeida et al (2021) “mandatory social isolation as a preventive measure also

affects the performance of students in virtual environments, as well as in the emotional

sphere and in the family environment” (p. 695).

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Thus, this opens the debate on the possible benefits and risks of excessive exposure of

students to technologies due to online education. Torres-Toukoumidis et al. (2021)

highlights “the lack of dynamics and practical interactions and admits that this modality

does not provide a safe environment to develop thinking and comprehension skills” (p. 3).

Compared to more conventional pedagogical approaches, where teaching is done

unilaterally from teacher to student (implying passivity), virtual or blended environments

encourage more interactive communication between both parties. However, to achieve this,

active techniques that promote more participatory learning must be applied, otherwise the

potential offered by ICTs would be wasted. The construction of knowledge in these virtual

environments highlights the importance of collaboration and mutual support among

members of the educational community, which contributes positively to teaching and

learning, as well as to the intellectual enrichment of all those involved. In fact, Hinojo &

Rodríguez Fernández (2012) state that many of the new educational strategies are based

on cooperation in learning, such as group learning, peer tutoring or collaborative learning

(p. 162).

3. Methods and instruments

3.1 Research design

The present research used a transectional non-experimental quantitative approach. This

was because no variables or study categories were manipulated and a single measurement

was made through the application of the Assessments of Appropriation of Apprehension

Achievement in the subject of Physics. In addition, a correlational-causal approach was used

to define the relationships between the modality of study and the level of appropriation of

learning achievement at a single point in time, establishing causal explanations (Álvarez,

2020; Huaire, 2019).

3.2 Population

The group of participants in this study were students from Eighth Grade of General Basic

Education (EGB) to Third Grade of General Unified Baccalaureate (BGU), legally enrolled,

and 442 students took the assessments of Appropriation of Learning Achievement in the

subject of Physics, whose distribution by level and modality is shown in Table 3.

Grade

Students in Semi

attendance

Students in Virtuality

Total

Eighth Grade

EGB

Ninth EGB

Tenth EGB

First BGU

Second BGU

Third BGU

Total

213

229

442

Table 3. Population distribution

One student was excluded from this group, who has curricular adaptations of level III,

because he has medical conditions related to Refractory Epilepsy with Intelligence

Quotient (IQ) of 73.

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3.3 Data Collection Techniques and Instruments

For this research, the Assessments of Appropriation of Learning Achievement were used as

the main instrument. The Lev Vygotsky Educational Unit carried out a face-to-face

evaluation of the basic subjects with the objective of analyzing the impact of the blended

and virtual classes on the students. The results of the evaluation made it possible to

establish comparisons on the academic performance of both populations and conclusions

were reached that have been useful for the design and development of an Institutional

Educational Quality Improvement Plan. The evaluations sought to verify the levels of

appropriation of the knowledge instruments developed in the subjects, but this research

focuses on the results obtained in the subject of Physics during the first quarter of the 2021-

2022 school year.

3.4 Procedure

The instrument was designed according to the Learning Achievement Appropriation

Assessment Plan Matrix. The mediators recorded the learning achievement to be evaluated,

together with the corresponding code for its identification, the level (Elementary, Basic

and/or Advanced) and the type of achievement (Praxeutic or Cognitive), as well as the

wording of the question and the response options. Each instrument consisted of 20

multiple-choice questions with 4 response options, only one of which was true. The

questions were grouped by themes, covering several levels and distributed as follows: 10

items on elementary level apprehension achievement, 7 items on basic level apprehension

achievement, and 3 items on advanced level apprehension achievement.

The items were structured with the objective of demonstrating students' appropriation and

applicability of knowledge, avoiding focusing only on the application of formulas or

memorization without reasoning. In addition, cumulative evaluations were carried out,

which included all the contents addressed during the first quarter of the 2021-2022 school

year.

Once the Planning Matrices were elaborated, the teachers sent to the assistant principals of

each level to perform a first review and correction on the structure of the questions. Each

reviewer analyzed whether the question was related to the topic proposed in the Pre-

Learning Triangle, the Pre-Learning Achievement Matrix, the contents developed in the Pre-

Learning Notebook and the measurement of applicability of the Intellectual Operations

and/or Knowledge Instruments taught in class. In order to carry out this review, the Matrix

to evaluate Instruments was used.

Once the planning was approved, the mediators created the evaluation instrument based on

a template provided. Other mediators from the same field and teaching at other levels

reviewed these documents. At this stage, it was verified that each question had only one

answer and that it was related to the learning objectives set by the area for each level.

3.5 Data processing

For the treatment of the data collected in this research, the statistical software R was used,

which is a language and environment for computational statistics (R Core Team, 2022).

Several statistical tests were applied to compare the results of the evaluations between

students who attended blended classes and students who attended virtual classes. First, the

Kolmogorov-Smirnov test for two samples was used to verify whether the distribution of

the data in both modalities was normal. Subsequently, Levene's test for homogeneity of

variances with center at the median was applied to assume equality of variances between

samples. Finally, the T-test for two independent samples was used to determine if there

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were significant differences between the results of both modalities, establishing a

significance level of 0.05.

The data obtained were presented in tables and graphs to facilitate their understanding and

analysis. In addition, descriptive analyses were carried out to calculate measures such as

the mean, median and standard deviation of the results obtained in the evaluations. All

statistical analysis was performed in accordance with the specific objectives and hypothesis

stated in this research.

4. Results

After the application of the instrument, the database was organized in order to analyze the

scores and create tables and graphs with the help of R software.

Figure 4 shows the results obtained in the evaluation of cognitive and praxical achievement,

divided into 6 parts corresponding to the three levels of educational achievement evaluated.

Each part of the graph represents the concentration of the number of successes according

to the blended or virtual modality in each of the levels. In general, a similar trend can be

noted between both modalities, where the number of correct scores in the basic and

elementary cognitive achievement levels are quite similar; however, the blended mode

presents a slight advantage in the basic and advanced achievement levels.

Figure 4. Percentage of successes according to modality, type and level of learning achievement

Figure 5 presents a comparison between the blended and virtual teaching modalities, in

terms of the level of student learning achievement in the levels of Upper Basic and High

School. In Upper Basic, a similar distribution can be observed in elementary and basic

achievement, but with a slight advantage for the blended learning modality as of 10

Distribution of the number of correct answers

By level and type of achievement

Relative density

Successes

MODALITY

Blended

Virtual

Cognitive

Praxitive

Elementary

Essential

Advanced

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successes. As for advanced achievement, the virtual modality stands out with a prevalence

in this category.

At the baccalaureate level, there is an uneven distribution in advanced achievement, but a

higher proportion of correct answers is observed in the virtual modality. However, for

elementary and basic level achievement, the distribution is more balanced between the two

modalities.

Figure 5. Percentage of successes according to modality, level of achievement and educational level

Figure 6 shows a graph divided into 12 parts, showing the results of students from different

educational grades in relation to the levels of learning achievement. In Tenth grade, there is

no significant difference between both modalities, but this distribution changes for the

lower grades according to achievement level. In Bachillerato, the blended learning modality

presents better results in most achievement levels, presenting very marked concentrations

of successes.

Distribution of the number of correct answers

By level and type of achievement

Relative density

Successes

MODALITY

Blended

Virtual

Elementary

Essential

Advanced

B. Higher

Baccalaureate

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Figure 6. Percentage of successes according to modality, grade and level of learning achievement

Table 4 presents the results of three statistical tests carried out to evaluate the differences

between the teaching modalities in terms of the hits obtained by the students. The purpose

of these tests was to determine the normality of the sample distribution, as well as the

differences in the variances and means of the scores according to the study modality.

Test

Objective

Value

p-value

Kolmogorov-Smirnov

test for two samples

Compare the observed

cumulative distribution

function of hits by mode

with a theoretical normal

distribution.

D =

0.10833

0.482 < 0.05

Levene's test for

homogeneity of variances

with center at median

Calculate the equality of

variances for the

modality-dependent

hits.

F =

4.3025

0.03913 < 0.05

T-test for two

independent samples

Test whether the means

of the modality-

dependent hits are

equal or not.

t = -

0.5486

0.5838* > 0.05

Table 4. Statistical tests employed. (* presents a confidence interval of [-3.4814; 1.9647])

Distribution of the number of correct answers

By level and type of achievement

Relative density

Successes

MODALITY

Blended

Virtual

Elementary

Essential

Advanced

Eighth

Nineth

Tenth

First BGU

EighthSecond BGU

EigThird BGU

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5. Discussion

In this section, the results obtained through the analysis of the data collected in the study

were discussed. The differences found between the teaching modalities in terms of cognitive

and praxetive achievement were examined, and the possible reasons behind these

differences were explored. In addition, the implications of these findings for online and face-

to-face education were discussed, as well as recommendations for improving the quality of

teaching in both modalities.

The perception of the blended modality as more effective relative to the virtual modality

may be based on the fact that the in-person interaction and support provided in this

modality may have a positive impact on student performance compared to the virtual

modality. In addition, feedback is given in a better way in the blended mode, since the

teacher can interact more directly with the student and provide a more personalized and

effective response. However, it is important to keep in mind that the effectiveness of each

modality may vary depending on factors such as the quality of the educational material and

the teacher's ability to adapt to the online platform.

The results of the statistical tests indicate that the value of: D = 0.10833 and that, p-value =

0.482 >0.05, suggesting that the distribution is normal for Kolmogorov-Smirnov tests.

Furthermore, for Levene's test that evaluates the homogeneity of variances between the

two apprehension modalities, using the median as the center; the results showed that: F =

4.3025 and that, p-value = 0.03913 < 0.05, suggesting that it can be assumed that the

samples are homocedastic.

Through the t-test for two independent samples, it is evaluated whether there is a

significant difference in the hits obtained according to the study modality. The t-value

obtained in the test was -0.5486, indicating that the difference between the means of the

two groups is not significant. Furthermore, p-value = 0.5838 > 0.05, which means that, there

is not enough evidence to reject the null hypothesis: the means of the hits are equal for both

modalities. That is to say, no significant differences were found between the successes

obtained by the students in the blended and virtual modalities in terms of their mean.

According to the results obtained in the evaluation of appropriation of learning

achievements in both study modalities, there is no significant difference in the

appropriation of these achievements by the students. It is important to emphasize that this

similarity in the results is not due to differences in the environment or resources, but rather

to the importance of the learning achievements as a guide for teaching. In this sense, the

implementation of Conceptual Pedagogy, which emphasizes the clarity of learning

objectives and their follow-up, may have contributed to the homogeneity of the results

obtained in both study modalities.

The present investigation demonstrates that the study modality does not have a significant

effect on the acquisition of learning. However, it is important to reflect on the importance of

the didactic components that influence educational success. In this sense, a change in the

current perspective is proposed, emphasizing the importance of teaching objectives or

purposes, in order to then design pedagogical activities and strategies to achieve these

objectives. Finally, special attention should be paid to the evaluation process, considering

that it not only allows measuring the learning acquired, but also provides valuable

information to provide feedback to the teaching process and adjust the objectives and

strategies in a timely manner. In this way, the success of education can be guaranteed,

regardless of the study modality used.

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In education, it is essential that students acquire knowledge, not just information.

Knowledge refers to the deep and meaningful understanding of concepts, while information

is simply the accumulation of data. The results obtained in learning depend on the

development of the instruments of knowledge through mentefacts, that is, cognitive tools

that allow the construction and understanding of complex knowledge. Therefore, it is

important that teachers teach students how to structure information to consolidate

knowledge and its applicability.

6. Conclusions

1. The covid-19 pandemic did not significantly affect the appropriation of learning

achievements in the students of Higher Basic and Baccalaureate of the Lev

Vygotsky Educational Unit in the subject of Physics, during the 2021-2022

school year.

2. The instruments designed and validated by experts are reliable and valid for the

evaluation of learning achievements in the subject of Physics.

3. No significant differences were found in the appropriation of learning

achievements between the virtual and blended learning modalities, with respect

to the mean number of correct answers.

4. The hypothesis is partially accepted, since a slight advantage was found in the

academic achievement of students who attended blended classes compared to

those who attended virtual classes in basic and advanced achievement levels.

However, no significant differences were found in the appropriation of learning

achievements between the two modalities.

Among the limitations encountered, it should be noted that the assignment of students to

the study modalities (virtual and blended learning) was not random but depends on factors

such as the availability of technological resources or geographic location determined by the

context of each student. On the other hand, the emotional situation of the students was not

taken into account as an intervening variable, and it is possible that it influenced the results

obtained and were not controlled in the study.

Based on the results and findings of this study, future research can be proposed taking into

account a longitudinal study, in which the sample of students at different educational levels

and in different areas of study is expanded, in order to evaluate whether the results obtained

in this study are applicable to other subjects and educational levels. Likewise, the evaluation

of the quality of virtual education can be deepened by means of a study that relates it to the

factors that can influence its effectiveness, such as course design, interaction with the

teacher, among others.

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Authors

JONATHAN CASTRO-TERÁN has a Bachelor's Degree in Educational Sciences with a major

in Physical Mathematics and a Master's Degree in Didactics of Mathematics for Secondary

and High School, he is a leading expert in educational evaluation, educational innovation

and didactics of Mathematics. With extensive academic and teaching experience, he has

worked in the Ministry of Education of Ecuador, participating in the development of the

contents of the Technical Evaluation Sheets and in the design and validation of evaluations.

His work as assistant director and teacher at the Lev Vygotsky Educational Unit -

Rumiñahui, together with his research on the development of talent in formal education and

the appropriation of learning achievements in the pandemic, demonstrate his commitment

to education. He has been a speaker at various educational congresses and has received

recognition, such as his outstanding participation in the 2020-2021 Educational Excellence

Competition. His dedication and training make him a highly qualified speaker in

mathematics and educational innovation.