Use of the virtual classroom and learnig mathematic in primary students of a state educational institution in Lima

• Autores: CHARRY AYSANOA, Juan Marciano, IBÁÑEZ CASAS, Paula Teresa
• Formato: artículo
• Fecha de Publicación: 2021
• Institución: Universidad César Vallejo
• Repositorio: Revista UCV-HACER
• Lenguaje: español
• OAI Identifier: oai:ojs.pkp.sfu.ca:article/2719
• Enlace del recurso: http://revistas.ucv.edu.pe/index.php/UCV-HACER/article/view/2719
• Nivel de acceso: acceso abierto

The purpose of the article is to demonstrate the relationship between the use of the virtual classroom and the learning of mathematics in primary school students from a public educational institution in Lima, Peru. The study was developed according to the Positivist paradigm, taking the Quantitative approach. It corresponds to the basic type, non-experimental correlational design. The sample was represented by 120 sixth grade students, chosen intentionally, not probabilistically. To measure the variable: use of the virtual classroom, the survey technique was applied and, as an instrument, a questionnaire that measures the dimensions: incorporation of students, dynamization of teaching and achievements in virtual learning; presents a reliability of 0.972 (Cronbach's alpha). To measure the variable: learning of mathematics, a knowledge test was carried out, with 25 items (dichotomous scale), in the dimensions: mathematizes situations, communicates and represents mathematical ideas, develops and uses strategies. It has a reliability of 0.61 (Kuder-Richardson). Both instruments are valid (criteria of judges). The existence of a positive and significant relationship between the use of the virtual classroom and the learning of mathematics is reported (r =0.825, where p value <0.05) in students of the sixth grade of Primary Education of the Educational Institution " María Reina” from Cercado of Lima, Peruvian. Likewise, there are positive and significant correlations between the virtual incorporation of students (r = 0.803), dynamization of teaching (r = 0.769) and achievements in virtual learning (r =0.790) with the learning of mathematics.Keywords: Virtual classroom, virtual incorporation of students, teaching dynamization, learning achievements, mathematics.