Relación entre estrategias de enseñanza y rendimiento académico en la asignatura matemática i de Ingeniería en sistemas de una institución de educación superior

Abstract

Teaching strategies are the modular axes of classroom activities, explaining and establishing teachers' overall intentions. They allow to identify principles, criteria and procedures which constitue teachers' work and are closely related to outcome indicators, since classroom activities necessarily need to be performed in function and accordance to the expected learning behaviour of students. In this work, the correlation of teaching activities to students' performance in mathematics I curses in the Department of Computer and System Engineering Sciences at the University of Guayaquil was investigated. An ad hoc questionaire was applied to eight teachers identifying the teaching strategies applied: traditional strategies as well as constructivistic strategies focusing on process and knowledge.By means of the one factor ANOVA test, students’ academic performance in different courses was compared. Findings showed that courses of teachers who applied traditional teaching strategies have higher outcome means and those of teachers who applied constructivistic strategies were related to lower outcome means. Traditional strategies, although considered as being passive, are positively related with results in academic performances. Furthermore, process strategies showed to have a higher range in students' failures, whereas knowledge strategies presented an insignificative relation to academic achievements.