El trabajo de campo como estrategia para la enseñanza y el aprendizaje del teorema de Pitágoras en noveno año de Educación General Básica

Abstract

This study describes the intervention using the Field Work strategy in the teaching and learning process of the Pythagorean theorem in the ninth year of Basic General Education at the Technical Salesian Educational Unit. The quasi-experimental research in two groups, the control and the experimental, was born after the diagnostic evaluation, in which 68.42% of the students did not achieve the skill associated with the theorem, which constitutes a problem in relation to academic performance; this deficiency is associated with the lack of motivation derived from exhausting days in a small space in the classroom. For the application of the proposal, a teaching guide for teachers and students was developed with activities for two class sessions. Before and after the intervention, the two groups were evaluated by means of a test of specific knowledge on the subject. In the first evaluation, the results showed that there is no significant difference between the research groups with a p-value = 0.1325 for the T Student hypothesis test; Meanwhile, the result of the post test showed a difference in the averages of the groups studied (p-value = 0.0331). A questionnaire on motivational climate was also applied to determine the influence of the activity on the experimental group. Finally, the correlation between academic performance and motivation was developed; the Spearman coefficient shows that there is a direct relationship between the variables after the application of the field work.