Measurement of the appropriation of learning achievements in physics in virtual and blended modalities
DOI:
https://doi.org/10.29166/catedra.v7i2.5216Keywords:
online learning, physics teaching, educational strategies, learning achievement, educational purposes, school performanceAbstract
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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