Abstract
The technological progress in the social field in a sudden way, specifically in the pedagogical field due to the spread of COVID-19, has had to force and use new teaching and learning strategies. As one of these many teaching processes is the method known as e-learning, which has become more valuable and very important in these times due to the rapid spread of the COVID-19 pandemic. The research method applied is descriptive, correlational, cross-sectional and predictive. The sample applied in this research is 608 students of the 5th grade of secondary education in the province of Sullana, Piura region of Peru. The results reveal the existence of a very significant influence in almost all the dimensions of the study. The dimensions with the highest association values are participation-autonomy, outcome resolution, decision concepts and decision outcomes. The dimensions with the lowest strength of association are undoubtedly the motivation rating, which can be interpreted as meaning that motivation does not have a strong influence on the results. It can be concluded that the application of the e-learning method in the teaching of 5th grade high school students in the area of mathematics is positively valued, although a strong incidence of the method on the grades is not observed, due to the fact that a lower percentage of students were unaware of the application of information and communication technologies for online learning. In addition, women tend to rate autonomy and participation more positively than men when the aforementioned teaching method is applied.
Highlights
The didactics consisted of a total of 24 sessions, developed through the "I learn at home" program implemented by the Peruvian State for education due to the situation generated by Covid-19
The teachers of the students in the area of mathematics whose only case study is the 5th grade of secondary education prepared learning cards for reinforcements with topics that were touched in the classes heard through the State program, to provide academic reinforcements in schedules established by mutual agreement and each student was given the learning cards for their respective teaching-learning; this was done using the means of Technology, Information and Communication
This indicates that all the dimensions applied in the study are related to each other, which reinforces that the development and application of the e-learning method in mathematics teaching generates improvements in all dimensions
Summary
The evolution that technology has undergone is reflected in the implementation of information and communication technology (ICT) projects (Area, Hernández & Sosa, 2016), this educational technology directly influences the training plans and instructional processes of the different educational stages (Moreno-Guerrero et al, 2020a). All this innovation implies new and better learning experiences, as well as the generation of new spaces in which they carry out teaching practices (Li et al, 2019). Educational technology has produced improvements in various psychoeducational aspects such as motivation to the world of digitalization of students (Álvarez-Rodríguez, Bellido-Márquez & Atencia-Barrero, 2019), the technological and innovative impact has had repercussions on the autonomy and attitude of students to face a very important step in their teaching and learning according to the times we live in due to the continuous transformations, both methodological and resources used for teaching (López-Belmonte et al, 2021a; López-Belmonte et al, 2020b)
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