THE USE OF VIRTUAL LEARNING SPACES AND ITS RELATIONSHIP WITH THE LEARNING OF ALGEBRA IN HIGHER EDUCATION

Abstract

The research studied the relationship between the use of Virtual Learning Spaces (EVA) and the level of learning achieved in the subject of algebra by students at the University of the Armed Forces - ESPE, Latacunga extension. For this purpose, we worked with an intentional sample of students and teachers. The research was quasi-experimental with a mixed approach. To carry out the research, two groups were established: an experimental group, which used the EVA designed in the MOODLE platform; and a control group, which did not receive the stimulus. To establish the learning levels of the students, the grades of the first algebra partial (pre-test) were obtained; and the teachers were interviewed to determine the way they work and their position on the use of an EVA for the teaching-learning of algebra. To establish the relationship between the variables, an EVA designed for the learning of inequalities and functions was applied during the second partial period; once the application period was over, the grades of the second partial period were obtained (post-test); in addition, a satisfaction survey on the use of the EVA was applied to the students of the experimental group. Finally, frequency tables were used for data analysis; and a qualitative analysis of the interview with the teachers and of the satisfaction survey applied to the students of the experimental group on the use of the EVA was carried out. In the quantitative analysis, the tabulation of grades obtained by the students in the two mid-term exams was made; and from these data, using Fisher's ratio (F), the fulfillment of the hypothesis that determines that the use of the EVA improves the learning of algebra, a dimension measured with the academic performance of the students, was verified.