Efecto de estrategias de autorregulación metacognitiva, y estilos cognitivos sobre logro de aprendizaje.
Abstract
El estudio propone un diseño longitudinal de medidas repetidas -split splot- (Anova mixto). Dirigido a estudiantes de grado decimo y Once divididos en dos aulas virtuales; un aula virtual con estrategia B-learning y otra face to face. La investigación se realizó en la Institución Educativa Departamental General Carlos Albán ubicada en la ciudad de Albán (Cundinamarca). Se dividieron los grupos de la siguiente forma: grupo experimental 1001 con 27 estudiantes y 1101 con 30 estudiantes, Grupo control 1002 con 27 estudiantes y 1102 con 30 estudiantes. Durante el proceso de experimentación los estudiantes resolvieron problemas matemáticos. El aula B-learning contó con un ambiente computacional basado en estrategias autorreguladoras metacognitivas (EAM) y el aula face to face contó con guías y explicación presencial. Para el logro de aprendizaje en los dos grupos se escogió el promedio del periodo académico anterior como “Logro previo” y la calificación obtenida después de la experimentación como “logro final”. Adicionalmente se aplicó pre-test y post-test para medir las estrategias autorreguladoras metacognitivas.
Abstract
The study proposes a longitudinal design of repeated measures -split splot- (mixed Anova). Aimed at tenth and eleventh grade students divided into two virtual classrooms; a virtual classroom with a B-learning strategy and another face to face. The research was conducted at the General Carlos Albán Departmental Educational Institution located in the city of Albán (Cundinamarca). The groups were divided as follows: experimental group 1001 with 27 students and 1101 with 30 students, control group 1002 with 27 students and 1102 with 30 students. During the experimentation process, the students solved mathematical problems. The B-learning classroom had a computational environment based on metacognitive self-regulatory strategies (EAM) and the face-to-face classroom had guides and face-to-face explanation. For the learning achievement in the two groups, the average of the previous academic period was chosen as "Previous achievement" and the grade obtained after the experimentation as "final achievement". Additionally, pre-test and post-test were applied to measure metacognitive self-regulatory strategies.
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