Relationship Between Instructional Design and Academic Performance in Face to Face and Blended Course of Mathematics: A Multivariate Analysis

 

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Autores: Espinoza-Guzmán, Julia, Rodríguez Granados, Natalia, Moreira-Mora, Tania Elena
Formato: artículo original
Estado:Versión publicada
Fecha de Publicación:2018
Descripción:The purpose of this investigation was to analyze the relationship of the instructional design of a face-to-face and blended Calculus and Linear Algebra (CAL) course with the performance of the students. The design of the study was quasi-experimental with a sample of 64 students of the Instituto Tecnológico de Costa Rica, which was implemented in two phases; the planning and intervention phase. The data of the instructional design variables: objectives, contents, learning activities, educational materials and evaluation strategies were collected in 2013 using a Likert scale through the self-administrated survey technique. According to the results of the t of student and the multiple linear regression, it was found that there is a statistically significant relationship between the perception of the students regarding the instructional design and their performance. These findings indicate that an adequate planning in the design of a course contributes positively in the performance of the students, either in a face-to-face or blended course. Therefore, the main recommendation is to incentivize the teachers to use the instructional design in the development of a course and to assess, as an alternative, the blended modality due to its schedule flexibility, especially when proving that the type of modality is not a significant factor in the mathematics performance.
País:Portal de Revistas UCR
Institución:Universidad de Costa Rica
Repositorio:Portal de Revistas UCR
Lenguaje:Español
OAI Identifier:oai:portal.ucr.ac.cr:article/28763
Acceso en línea:https://revistas.ucr.ac.cr/index.php/educacion/article/view/28763
Access Level:acceso abierto
Palabra clave:Instructional design
Academic achievement
Mathematics
face-to-face course
Blended course
Quasi-experimental
Diseño Instruccional
Rendimiento académico
Matemática
Curso presencial
Curso bimodal
Cuasiexperimental