Validación del Método “5L” de instrucción/aprendizaje de matemáticas
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https://doi.org/10.31637/epsir-2024-580Palabras clave:
materias numéricas, inconsciente cognitivo y emocional, memoria de trabajo, ansiedad matemática, carga cognitiva, instrucción matemática, aprendizaje de matemáticas, pilares del aprendizajeResumen
Introducción: El objetivo de este estudio es mostrar con evidencias que el Método “5L” de instrucción/aprendizaje, mejora el rendimiento académico en matemáticas y comporta una experiencia de estudio satisfactoria. Metodología: La metodología empleada responde a un estudio de campo dirigido a una muestra de alumnos voluntarios de una población de estudiantes de la asignatura de Fundamentos de Matemáticas en los Grados de ADE y/o Márquetin y Comunicación Digital en Euncet Business School, a los que se pasaron semanalmente encuestas cerradas de satisfacción, basadas en una escala Lickert (del 1 –muy insatisfactorio- al 5 –muy satisfactorio-), y fueron sometidos a cuatro pruebas evaluativas, midiendo su rendimiento académico (notas de 0 a 100), frente a un grupo-control similar. Resultados: Los estudiantes que implementaron el Método “5L” obtuvieron notas significativamente mejores (87,09 vs. 59,65) y afirmaron haber tenido una experiencia de estudio satisfactoria (4,07). Discusión: deberían evitarse sesgos en la muestra valorando las eventuales diferencias en el nivel de motivación intrínseca. Conclusiones: el Método “5L” de instrucción/aprendizaje gestiona adecuadamente la carga cognitiva de las sesiones formativas según la doctrina neuroeducativa; mejora significativamente el rendimiento académico frente a los métodos de estudio tradicionales; y genera una experiencia de aprendizaje satisfactoria.
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