Aprendizaje basado en problemas para la enseñanza de ecuaciones de primer grado con una incógnita en el octavo año de EGB

Abstract

This research presents the results of implementing Problem-Based Learning (PBL) methodology for teaching first-degree equations to eighth-grade students at Unidad Educativa Hermano Miguel de La Salle. A notable lack of understanding and difficulty in learning first degree equations has been observed among students. This problem becomes more noticeable when students are faced with mathematical statements and cannot or cannot contextualize them adequately. The study followed a quasi-experimental methodology with a quantitative approach and correlational scope. Two groups were involved: control and experimental. In the experimental group, classes were organized through didactic sequences applying PBL, allowing students to work autonomously and collaboratively, assigning a role to each student to achieve the acquisition of new knowledge. Additionally, time was provided for reflection, research, debate, and result analysis. The study variables were academic performance and motivation. For data collection, a knowledge test and a perception survey were used as instruments, both validated by criteria of experts. Statistical analysis of the pre- test and post-test results for both groups, was conducted using the Student's t-test, showing that the application of the PBL methodology leads to higher academic performance. Furthermore, the perception survey concluded that students worked in a motivated and participatory manner.