Efecto de un activador computacional de autoeficacia sobre el logro de aprendizaje en estudiantes de diferente estilo cognitivo

Abstract

The present research contrasts the effect of the presence or absence of a module of selfefficacy in a hypermedia, on the achievement of learning as a solution to problems with fractional numbers. The interaction between the variable of learning achievement, and the cognitive styles of students in the dimension of the dependence – independence field was examined. Fifty (50) students participated in two courses which previously constituted fifth grade primary school education at a public institution in Soacha (Cundinamarca - Colombia). With regards to data processing, an Ancova analysis was done, which showed significant and positive effects on the learning achievement through the presence of the self-efficacy module. Moreover, it was evinced that the differences of achievement among the students of distinct cognitive styles disappeared.