Significant Improvement In Academic Performance Research Articles

Development of a platform for state online education services: Design concept based on meta-universe

AbstractThe incorporation of metaverse technology in education, particularly within standardized state educational frameworks, holds promise for significant improvements in learning outcomes. This study aimed to assess the effectiveness of integrating an online metaverse platform into state educational services, thereby fostering the development of digital environments. A total of 278 students from middle and high school levels in China participated in the study. Academic achievement tests, alongside the Engagement Level Scale (ELS) and Motivation Level Scale (MLS), were employed as measurement tools. The utilization of the metaverse platform, hosting the state-approved curriculum for seventh and tenth grades, resulted in notable enhancements in students’ academic performance, engagement, and motivation. Among seventh graders, the most significant improvements in academic performance were observed in mathematics (5.897), literature (5.101), and history (5.767). For tenth graders, enhancements were noted in Chinese language (7.500), literature (5.800), and chemistry (5.650). Moreover, improvements in engagement and motivation were statistically significant. Seventh graders in the experimental group exhibited higher levels of intrinsic motivation (6.45), extrinsic motivation (5.28), and self-regulation (7.18) compared to the control group. For tenth graders, the respective increases were 5.70, 4.00, and 4.65 for each subscale. The practical and scientific significance lies in demonstrating the potential of enhancing educational outcomes and student motivation through the implementation of an online metaverse platform, which could be integrated into state school curricula.

GRAVEN: a database of teaching method that applies gestures to represent the neurosurgical approach’s blood vessels and nerves

BackgroundIn this era of rapid technological development, medical schools have had to use modern technology to enhance traditional teaching. Online teaching was preferred by many medical schools. However due to the complexity of intracranial anatomy, it was challenging for the students to study this part online, and the students were likely to be tired of neurosurgery, which is disadvantageous to the development of neurosurgery. Therefore, we developed this database to help students learn better neuroanatomy.Main bodyThe data were sourced from Rhoton’s Cranial Anatomy and Surgical Approaches and Neurosurgery Tricks of the Trade in this database. Then we designed many hand gesture figures connected with the atlas of anatomy. Our database was divided into three parts: intracranial arteries, intracranial veins, and neurosurgery approaches. Each section below contains an atlas of anatomy, and gestures represent vessels and nerves. Pictures of hand gestures and atlas of anatomy are available to view on GRAVEN (www.graven.cn) without restrictions for all teachers and students. We recruited 50 undergraduate students and randomly divided them into two groups: using traditional teaching methods or GRAVEN database combined with above traditional teaching methods. Results revealed a significant improvement in academic performance in using GRAVEN database combined with traditional teaching methods compared to the traditional teaching methods.ConclusionThis database was vital to help students learn about intracranial anatomy and neurosurgical approaches. Gesture teaching can effectively simulate the relationship between human organs and tissues through the flexibility of hands and fingers, improving anatomy interest and education.

Unlocking the cosmos: evaluating the efficacy of augmented reality in secondary education astronomy instruction

Augmented Reality (AR) is now being used in education across various subjects. The number of AR applications has increased with the popularity of smartphones. In this study, we explore the use of AR-based apps for teaching astronomy in the last four years of secondary education in Spain. The study includes an experimental group and a control group to show the benefits of using AR in the classroom. We conducted a pretest-posttest design, with a knowledge questionnaire given before and after the teaching period. 130 students aged 12 to 16, from a secondary school in Spain were divided into four groups, each having a control and an experimental group. The experimental group showed significant improvement in academic performance through the use of AR. This research aligns with previous studies, confirming that the use of AR makes Science, Technology, Engineering, and Mathematics (STEM) learning more engaging compared to traditional teaching methods.

"Aquilibria: The battle to balance"-a narrative card and board game on acid-base regulation for first-year medical students.

Recognizing the growing value of game-based learning in medical education, this study aims to evaluate the effectiveness of the innovation, "Aquilibria: The Battle to Balance," a creative narrative card and board game to help improve learners' understanding and application of the concepts of acid-base balance. In this mixed-method study, 120 first-year medical students participated. The innovation employed a card and board style integrated with a captivating story. Students were divided into small groups of six each with a facilitator. Following this, the posttest was conducted to compare the educational gain. Also, students' perceptions about the game were obtained using a 32-item questionnaire on a 5-point Likert scale. In addition to this, the confidence level among students to understand and interpret the concepts of acid-base regulation before and after the game was obtained using a 10-item questionnaire on a 5-point Likert scale. Furthermore, for qualitative data, short interviews with open-ended questions were conducted and thematic analysis was performed. The results showed a highly significant improvement in academic performance from a pretest score of 7.57 ± 1.07 (means ± SD) to 16.14 ± 1.80 in the posttest with a P value of <0.0001. There was a notable increase in confidence among learners after the game, and highly positive student feedback was received. These findings support the growing recognition of narrative game-based learning as a valuable and engaging strategy in medical education, offering a promising avenue for fostering deeper understanding and retention of complex medical concepts.NEW & NOTEWORTHY This innovation is a captivating blend of storytelling, cards, and board gameplay to facilitate the learning of acid-base regulation. This engaging game offers a wealth of questions and diverse case scenarios, allowing learners to repeatedly explore and grasp the intricacies of acid-base balance. What sets this game apart is its robust assessment strategy, supported by overwhelmingly positive feedback and marked academic improvement. This innovation is a must-have for students seeking a dynamic and effective learning experience.

The Marginal Returns to Distance Education: Evidence from Mexico’s Telesecundarias

This paper analyzes a large-scale and long-running distance education program in Mexico. We estimate marginal treatment effects (MTEs) for learning in math and Spanish in telesecundarias relative to traditional Mexican secondary schools using an empirical framework that allows for unobserved sorting on gains. The estimated MTEs reveal that school choice is not random and that the average student experiences significant improvements in both math and Spanish after just one year of attendance in telesecundarias. We find that the existing policy reduces educational inequality, and our policy-relevant treatment effects show that expanding telesecundarias would yield significant improvements in academic performance. (JEL I21, I24, I26, I28, O15)

From Theory To Practice: A Comprehensive Examination Of Implementing Project-Based Learning In STEM Curricula

This study undertook a comprehensive examination of Project-Based Learning (PBL) implementation in STEM curricula, bridging the gap from theory to practice. Through a rigorous exploration, the research aimed to investigate the practical implications of incorporating PBL into STEM education. The study's objectives were to assess the impact of PBL on academic performance, critical thinking skills, and overall Engagement among students in STEM disciplines. Utilizing a mixed-methods approach, including surveys, interviews, and observational analysis, data was collected and analyzed to provide a nuanced understanding of the experiences and outcomes associated with PBL. The findings revealed a significant improvement in academic performance, with students exposed to PBL exhibiting heightened Engagement and a notable surge in interest in STEM subjects. Critical thinking skills experienced substantial enhancement, highlighting the practical implications of PBL in developing essential cognitive abilities. The study contributed to the existing literature by validating the positive outcomes of PBL. It offered valuable insights for educators and curriculum developers seeking to implement effective, experiential learning strategies in STEM education. The research, conducted in the past tense, presents a comprehensive exploration of the transition from theoretical concepts to the practical application of PBL in STEM curricula.

The “Soil Skills” Pedagogical Approach Conjugated With Soil Judging Contests

The inherent complexity of soil and its interactions with Earth’s diverse spheres, including the atmosphere, biosphere, hydrosphere, lithosphere within the ecosphere, and anthroposphere, requires that soil science specialists and students develop not only a profound understanding of soil science, but also the ability to collaborate across various disciplines to address these complex challenges. Equipping students with the necessary knowledge, skills, and attitudes to tackle the intricate and dynamic issues of the 21st century, spanning soil science, water sciences, hydropedology, geology, agronomy, geotechnical engineering, sedimentation, waste management, recycling, and environmental management, is of paramount importance. In response, innovative pedagogical approaches that integrate classroom learning from diverse soil science courses with practical skills and field-based competencies are needed. This paper suggests merging our own “Soil Skills” (SSK) pedagogical method with the “Soil Judging Contest” (SJC), a teaching approach supported by the American Society of Agronomy and the Soil Science Society of America since 1961. This integration aims to enhance the holistic, harmonized, interdisciplinary, and enthusiastic nature of soil science education. Both the SSK and SJC approaches received positive feedback from students and demonstrated significant improvements in academic performance. Our study begins with an in-depth exploration of the SSK contest, followed by an overview of the pertinent aspects of the SJC. Subsequently, we offer a comparative analysis of the complementarity of these two approaches. Finally, in the concluding remarks, we summarize the strengths of the implemented SSK and outline prospective applications. Our findings underscore the unique advantages of combining SSK and SJC approaches in delivering comprehensive, problem-based, and practical field-learning experiences. This combination approach closely aligns with applied scenarios that demand multidisciplinarity and interdisciplinarity perspectives, preparing students for their future professional careers, and enabling the practical application of their soil science knowledge in real-world contexts.

The Influence of Gamification on High School Students’ Motivation in Geometry Lessons

The primary aim of this study is to introduce a didactic programme that incorporates gamification in geometry classes for high school students. The purpose of this programme is to boost students’ motivation towards learning. In the present educational scenario, the role of information and communication technologies (ICT) is paramount. Gamification has the potential to enhance the learning process by integrating game elements into non-game environments. This approach is deemed necessary as emotional factors in teaching may not lead to meaningful learning and improved academic performance. The research methodology employed a mixed approach and a pre-experimental design with pre- and post-test measurements. The sample comprised 45 10th grade students from a subsidised private high school in the Biobío Region of Chile. The study took 10 months and evaluated the factors of motivation, academic achievement, and lexical availability. Results showed a 23% increment in students’ knowledge, as proven by pre- and post-tests. The findings suggest an improvement in students’ perception regarding geometry and a significant improvement in academic performance. Furthermore, it has been confirmed that there is a noteworthy correlation between the group’s overall motivation and their academic performance, supporting gamification as an effective pedagogical strategy.

Application of gamification in Early Childhood Education and Primary Education: thematic analysis

In recent years, interest in the application of gamification in education has increased. Gamification is intended to stimulate students' thinking through game techniques, involving them in problem solving. The main aim of this study is to implement a thematic analysis on the use of gamification in early childhood and primary students. To this end, a systematic review was conducted using the PRISMA model in the Web of Science database, following inclusion and exclusion criteria on quantitative and qualitative experimental and quasi-experimental studies that explore gamification in early childhood education and primary school. 24 studies were analyzed. The results show that the investigations are aimed at improving academic and collaborative skills and increasing motivation with positive results. Furthermore, most of the studies involve students between 10 and 12 years of age and are developed in science subjects supported by technological applications and gamified elements. In conclusion, it has been found that gamification has been applied in early childhood and primary education for many areas and objectives. Likewise, as a didactic strategy, it has brought significant improvements in academic performance, motivation and autonomy, which makes it advisable to continue deepening its application. Keywords: gamification, early childhood education, primary education, thematic analysis

The impact of teaching noise detection and control strategies among historically black college and university student using hands-on pedagogy on student's motivation and curiosity

Noise engineering is not a new field of study but statistics showed that experts in the field are on a decline. Observing that motivation and curiosity are among the hallmarks of any workforce development pipeline, the study developed an experiment-centric pedagogy to detect and measure noise from pollution using low-cost hands-on devices with the aim of motivating learners. The study design was a pre- and post-test method. The learners were enrolled in a transportation course and the noise detection and measurement strategies course module was used for the study. Motivated Strategies Learning Questionnaire was adopted for the study. Learners response to the use of technological tools incorporated in learning was predominantly positive revealing that the learners' gain extensively. More so, significant improvement was observed in the critical thinking of leaners (p &lt; 0 .05) and overall, there was an increase in their motivation at the post-test. Significant improvement in academic performance of learners was also observed at post-test (p &lt; 0 .05). It is therefore posited that there is need for effective engagement with learners with similar low-cost hands-on to lead to better understand and motivation that can lead to development of workforce in noise engineering.

Putting critical thinking at the center of history lessons in primary education through error- and historical thinking-based instruction

The teaching of history is often characterized by lecture-based lessons, where the student is a passive recipient of information, and the exams are based on memorization. However, many authors point out the importance of renewing its didactic in order to be critical of the information presented to them, so that students are actively involved. This quantitative and quasi-experimental study presents the results of an intervention with 134 pupils in the 6th grade of Primary Education with the aim of studying the impact of three methodologies on performance, motivation, perception and interest in history. For this purpose, 32 students followed an "Error-Based Learning" methodology, in which they had to solve activities with controlled errors; 33 followed a historical thinking model, working on its six dimensions; 33 were taught using a combination of the two former methodologies; and 36 followed a lecture-based methodology. The results show significant improvements in academic performance when working with errors, demonstrating that reflection on the veracity of the information shown has an impact on the result obtained. However, there are no significant differences in motivation, perception and interest in history.

The positive impact of introducing modified directed self-learning using pre–small group discussion worksheets as an active learning strategy in undergraduate medical education

ABSTRACT Background Directed self-learning (DSL) is an active learning approach where the learners are provided with predefined learning objectives and some facilitation through the learning process in the form of guidance and supervision. It can help establish a strong foundation for autonomous and deep learning. Objective The aim of this study was to introduce a modified form of DSL to second-year undergraduate medical students using pre–small group discussion (pre-SGD) worksheets. The authors intended to evaluate its effectiveness through theme assessment and investigate students’ perceptions using a feedback questionnaire. Methods This was an analytical cross-sectional study. Modified DSL (MDSL) was introduced to 96 second-year undergraduate medical students in two themes. Students were divided randomly into two groups. One group was exposed to traditional DSL (TDSL), and the other was introduced to MDSL using pre-SGD worksheets for the first theme. Groups were reversed for the second theme. The activity was followed by a theme assessment, which was scored for research purpose only. The scores of this assessment were compared, and perceptions of the students were gathered using a validated questionnaire. Data were analyzed using IBM’s statistical package of social sciences (SPSS) version 22. Results The comparison of theme assessment scores revealed statistically significant difference (P = 0.002) in median scores between control TDSL and experimental MDSL groups. The percentage of students scoring ≥80% in theme assessment was significantly higher in the experimental group compared to the control group (P = 0.029). This strategy was well perceived by the students in terms of acceptability and effectiveness as depicted by a high degree of agreement on the Likert-scale. Conclusion Modified DSL resulted in significant improvement in academic performance of undergraduate medical students. MDSL was also well perceived as an active learning strategy in terms of acceptability, effectiveness, and comparison with TDSL.

Effectiveness of real-time classroom interactive competition on academic performance: a systematic review and meta-analysis.

In recent years, different tools have been introduced into the educational landscape to promote active participation and interaction between students and teachers through personal response systems. The evolution of this methodology has allowed students to participate in real-time by answering questions posed. Previous reviews on the effectiveness of real-time classroom interactive competition (RCIC) on academic performance have been performed; however, this research was based only on Kahoot, without considering other RCIC tools or programs. In addition, the RCIC effectiveness at different educational levels and its effect according to the duration of the intervention has not been meta-analytically analyzed until to date. The aim of this meta-analysis was to analyze the RCIC effectiveness in improving academic performance. A search focused on studies from the educational field published from 2010 until September 2022 was performed. Experimental studies with objective and valid data (scores based on tests or exams) were included. From a total of 397 studies considered potentially eligible, 23 studies met the inclusion criteria. The sample was n=1,877 for the experimental group and n=1,765 for the control group with an academic improvement in favor to experimental group (MD 7.34; CI [5.31-9.43]; p<0.001). There was also significant improvement in academic performance when analyzing different educational levels and different tools. In addition, both short-term interventions (two weeks or less in duration) and long-term (from two weeks to one year in duration) were effective. Therefore, RCIC interventions seem to be an effective strategy to improve academic performance.

The effect of blended task-oriented flipped classroom on the core competencies of undergraduate nursing students: a quasi-experimental study

BackgroundThe flipped classroom (FC) method is becoming increasingly popular in China's nursing education. It is an important breakthrough improvement in the quality of learning in nursing education reforms.PurposeThis study aimed to determine the effects of blended task-oriented flipped classroom (TFC) on nursing students undertaking the Fundamentals of Nursing course.MethodsA pre-and post-test quasi-experimental design was adopted. This study was conducted in the Autumn semester, 2021 academic year in a Chinese university. Using cluster sampling technique, this study enrolled second-year undergraduate nursing students from six classess who were studying Fundamentals of Nursing course. A blended TFC was developed and implemented with three classes (experimental group: n = 152). In-class traditional lectures were applied to the other three classes (control group: n = 151). The Self-Directed Learning Instrument, Problem-Solving Inventory, and California Critical Thinking Disposition Inventory were used to evaluate students’ learning outcomes, and final examinations were conducted at the end of after course. In addition, students in the flipped classroom group were required to answer five open-ended questions concerning their flipped classroom learning experiences.ResultsStudents in the experimental group showed significant improvement in academic performance compared to those in the control group (p = 0.001). Considering total scale and factors, students in the experimental grouped recorded significantly higher scores in self-directed learning ability, problem-solving skills, and critical thinking ability compared to those in the control group (p < 0.05). Furthermore, improved abilities and skills such as team cooperation, communication, presentation, identifying /solving clinical problems, and accountability were reported.ConclusionA blended TFC teaching approach positively impacted students' core competencies and improved learning outcomes in the Fundamentals of Nursing course.

Effectiveness of Multiple-choice Questions (MCQS) Discussion as a Learning Enhancer in Conventional Lecture Class of Undergraduate Medical Students

Context: Multiple Choice Questions (MCQs) are one of the commonly used assessment tools in the field of medical education. A few initiatives have been made to use MCQ tests during classes as a mode of test-enhanced learning. However, there is a lack of enough scientific information regarding the use of MCQs as a learning enhancer. Aims: The present study has been undertaken to analyze the effectiveness of MCQ discussion as a learning tool. Methodology: The study was conducted in a Government Medical College in Kerala among Phase 2 MBBS students. They were divided into study and control groups of 61 students each. Online lecture classes were conducted for both groups on six topics of Pathology. For the study group, an additional MCQ discussion was done towards the end of the lecture class. Post-test was conducted on day 1 and after 2 weeks. A questionnaire was given to assess the attitude of students. Scores obtained in the post-tests were used to test the significance. Results: There was a significant difference in the mean score obtained between control and study groups in the post-test conducted on the same day suggesting that the MCQ discussion conducted at the end of the lecture class has added benefit (P value = 0.04). There was no significant improvement in academic performance when an assessment was made after 2 weeks (P value = 0.59). More than 80% of students showed a positive perception of this method. Conclusion: MCQ supplementation towards the end of the didactic lecture class is an effective teaching-learning method. Students also express a very positive attitude towards it. MCQs can be considered not only as an assessment tool but as a learning enhancer also.

Exploring the Effect of Augmented Reality on Cognitive Load, Attitude, Spatial Ability, and Stereochemical Perception

Augmented reality (AR) has the capacity to afford a virtual experience that obviates the reliance on using two-dimensional representations of 3D molecules for teaching stereochemistry to undergraduate students. Using a combination of quantitative instruments and qualitative surveys/interviews, this study explored the relationships between students’ attitudes, perceived cognitive load, spatial ability, and academic performance when engaging in an asynchronous online stereochemistry activity. Our activity was designed using elements of game-based learning, and integrated AR technologies. The control group was provided with a copy of our activity that used two-dimensional drawings, whereas the AR group completed an activity using the AR technologies. For this cohort of students, results indicated significant improvement in academic performance in both the control and AR groups. The introduction of AR technologies did not result in the AR group outperforming the control group. Participants from both groups displayed significant improvements in spatial ability throughout the research period. Further, a moderate correlation (rs = 0.416) between students’ spatial ability and academic performance was found. No significant intergroup differences in the perceived cognitive loads of students were observed. A significant difference was observed on one item of the Intellectual Accessibility subscale of the ASCI (V2), Complicated–Simple. We found no correlation for student attitude or cognitive load with academic performance. The findings of this study provide insights for future AR-related studies to explore the role of spatial ability, student attitude, and cognitive load in learning performance.

Non-medical use of methylphenidate by medical students: prevalence and motivations. Integrative review

Objective: This study performed a literature review evaluating aspects of prevalence and motivations on the non-medical use of methylphenidate by medical students. Methods: We searched the Scopus, PubMed, SciELO, and Web of Science databases and the Google Scholar search tool using the keywords "Methylphenidate" and "Medical Student" and their correlates in Portuguese. A total of 472 articles were recovered, of which 24 were included for full reading and discussion after the application of the pre-established inclusion and exclusion criteria. Results: It was observed that the prevalence of non-prescribed use of methylphenidate ranged from 0.51% in Lithuania to 35% in Colombia. The main motivations reported for using the drug were academic outcomes improvement and increase in concentration during studies, although research shows no significant improvement in academic performance with the use of medication by healthy individuals. Conclusion: The non-prescribed use of methylphenidate presents a high and worrying frequency. Also, scientific studies questioning the use of psychostimulant medications for cognitive improvement by healthy students make the practice illegal and unfounded.

Evaluating a combined intervention targeting at‐risk post‐secondary students: When it comes to graduating, mental health matters

AbstractAmid reports of the surging mental health crisis among students, a related area of concern for many post‐secondary institutions is retention rates. Mental distress has been shown to impact academic functioning, leading to decreased academic performance and dropout. This quantitative study evaluated a 12‐week combined counselling intervention programme designed to improve both the mental health and academics of 244 self‐referred, at‐risk students at a Canadian university. Differences pre‐ and post‐programme were examined among the following groups: those who were struggling academically, those who were mentally distressed and those who were experiencing both issues. Mental health, academic functioning and academic performance were measured pre‐ and post‐programme by means of Likert‐style questionnaires and overall grade point average (GPA). Results of paired‐samples t tests demonstrated that all groups experienced significant improvement in academic performance, academic functioning and mental health. Almost all students who presented to the programme on academic warning were able to increase their grades in order to remain in their programmes, avoiding suspension. Findings demonstrate the programme's potential to provide support for university students who are struggling both academically and mentally, as well as increasing student retention rates. Discussion of these results highlights the implications for the implementation of holistic, combined intervention approaches within university policy to increase student retention rates and answer student calls for increased mental health support.

HUMAN RESOURCE PLANNING DYNAMICS AND ACADEMIC PERFORMANCE OF UPGRADED NATIONAL SCHOOLS IN WESTERN KENYA COUNTIES

This paper looks at the human resource dynamics influencing performance of public secondary schools that were upgraded in Kenya. When they were upgraded, it was expected that performance of these schools would improve but analysis of data over the recent years showed fluctuation in performance. This paper therefore investigates the extent to which aspects of human resource provision and availability could explain the performance trend of eight upgraded national schools in Western region of Kenya. The study used a mixed method research approach with the target population the target population were 263 teachers and 8 principals from teachers in the 8 upgraded national schools. The sample size was 156 respondents purposively sampled for principals and heads of departments, while teachers were sampled using random sampling technique. Data was collected through observation checklist, interview schedule and questionnaire. The instruments were tested for validity and reliability through piloting in the extra county schools that were upgraded from county schools in the region. Data analysis was done using quantitative and qualitative measures. Research results showed that there was significant change (7.5%) in teacher staffing distribution in the above mentioned schools. analysis of data showed that to cover the human resource shortfall gap, schools employed teachers on contract basis. Despite the initiative taken by secondary schools to bridge the human resource shortfall, they did not post significant improvement in academic performance of their students in Kenya Certificate of Secondary Examinations. The research concluded that human resource supply did not match the demand (number of enrolled learners) in upgraded national schools and this did not significantly impacted on academic performance (p>0.05). The paper recommends that Teachers Service Commission should post more teachers to upgraded national schools to match the curriculum standards. Moreover, schools’ boards of management need to provide opportunity for training and attendance of career development workshops by their teachers to improve their knowledge, skills and competencies in classroom instruction to meet the demands of globalised world. Article visualizations:

Implementación de material educativo gamificado para la enseñanza-aprendizaje de la matemática en alumnos con Síndrome de Down

Esta investigación examina la incidencia que tiene la implementación de una propuesta didáctica de aula basada en Recursos Educativos Gamificados (REG), en el rendimiento académico (RA) de los niños/jóvenes con Síndrome de Down, en la asignatura de matemática; estableciendo las estrategias metodológicas que facilitan el aprendizaje de los primeros conceptos matemáticos (conteo, las nociones de cantidad, suma y resta simples) y demostrar que el uso de recursos educativos gamificados (juegos) y metodologías estructuradas pueden mejorar su competencia en el aprendizaje de la matemática. Para ello, se utilizan siete juegos que se trabajaron con tres alumnos con Síndrome de Down de entre 9 y 22 años, se presentan los estudios de caso de cada uno de ellos. Durante la implementación de los recursos educativos gamificados, se realiza la evaluación inicial (pretest) y final (postest) de los alumnos mediante el Test de Habilidades Básicas para la Iniciación al Cálculo (Riquelme,2003), el mismo que demuestra avances en las habilidades. Las técnicas estadísticas utilizadas para analizar los datos son t-students y análisis de varianza (ANOVA) para comparar puntuaciones medias. Específicamente, los alumnos con Síndrome de Down tras el análisis de resultados demuestran mejora significativa del rendimiento académico en el aprendizaje de conocimientos y habilidades relacionadas con la clasificación, seriación, conservación, expresión de juicio lógico y función simbólica, aunque los mejores resultados están en las habilidades de clasificación, seriación y juicio lógico, no así, en la expresión de conservación y función simbólica donde se observa una mejora moderada. This research examines the impact of the implementation of a classroom didactic proposal based on Gamified Educational Resources (REG), on the academic performance (AR) of children and/or young people with Down Syndrome, in the subject of mathematics; establishing the methodological strategies that facilitate the learning of the first mathematical concepts (counting, the notions of quantity, simple addition and subtraction) and demonstrate that the use of gamified educational resources (games) and structured methodologies can improve their competence in learning the mathematics. For this, seven games were used, which were worked with three students with Down Syndrome between 9 and 22 years, the case studies of each of them are presented. During the implementation of the gamified educational resources, the initial (pretest) and final (post-test) evaluation of the students is carried out through the Basic Skills Test for the Introduction to Calculus (Riquelme, 2003), which demonstrates advances in skills. The statistical techniques used to analyze the data are t students and analysis of variance (ANOVA) to compare average scores. Specifically, students with Down Syndrome after the analysis of results demonstrate significant improvement in academic performance in learning knowledge and skills related to classification, seriation, conservation, expression of logical judgment and symbolic function, although the best results are in the classification, seriation and logical judgment skills, not so, in the expression of conservation and symbolic function where a moderate improvement is observed.