Implementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemic
This research was developed to determine the effectiveness of usingICT as part of the curriculum of Colombian university students in the areas ofmathematics and critical reading during the COVID-19 pandemic. The UniversityAcademic Accompaniment Plan (AAP) was aimed at freshmen students whoseICFES te...
- Autores:
-
Villadiego Rincón, Derlis Aminta
Castellar Rodriguez, Alex Alberto
Gamero Rodríguez, Harold
Pineda Robayo, Adriana del Rosario
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/9231
- Acceso en línea:
- https://hdl.handle.net/11323/9231
https://doi.org/10.1007/978-3-030-90179-0_40
https://repositorio.cuc.edu.co/
- Palabra clave:
- COVID-19
Mathematics skills
Critical reading skills
- Rights
- embargoedAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Implementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemic |
| title |
Implementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemic |
| spellingShingle |
Implementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemic COVID-19 Mathematics skills Critical reading skills |
| title_short |
Implementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemic |
| title_full |
Implementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemic |
| title_fullStr |
Implementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemic |
| title_full_unstemmed |
Implementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemic |
| title_sort |
Implementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemic |
| dc.creator.fl_str_mv |
Villadiego Rincón, Derlis Aminta Castellar Rodriguez, Alex Alberto Gamero Rodríguez, Harold Pineda Robayo, Adriana del Rosario |
| dc.contributor.author.spa.fl_str_mv |
Villadiego Rincón, Derlis Aminta Castellar Rodriguez, Alex Alberto Gamero Rodríguez, Harold Pineda Robayo, Adriana del Rosario |
| dc.subject.proposal.eng.fl_str_mv |
COVID-19 Mathematics skills Critical reading skills |
| topic |
COVID-19 Mathematics skills Critical reading skills |
| description |
This research was developed to determine the effectiveness of usingICT as part of the curriculum of Colombian university students in the areas ofmathematics and critical reading during the COVID-19 pandemic. The UniversityAcademic Accompaniment Plan (AAP) was aimed at freshmen students whoseICFES test results were below the national average. The study’s approach wasquantitative, where two semesters were analyzed 2020-I and 2020-II consistingin 189 and 146 surveyed students, respectively. The SPSS version 22 statisticalprogram and the Academic Valuation Software were used, and results were param-eterized by two tests a pre-test and post-test. Mann Whitney’s U-test was appliedto contrast the two semesters, to analyze the effectiveness of each semester, theT-Student test was used for related samples and the Wilcoxon test in cases wherethere was no normality; finally, an exploratory factorial and reliability analysiswas carried out through the Cronbach’s alpha statistic to determine how relatedthe questionnaire questions were in terms of quality of service and methodolo-gies. According to the results of this study, it was found that the AAP in thetwo semesters managed to be statistically effective and the methodologies imple-mented for the approach and development of skills through ICT in both semestersresulted to be statistically significative, reliable, and adequate. These findings leadto the conclusion that the AAP in mathematics and critical reading was effectivefor skills development, through the working process in remote access during theCOVID-19 pandemic |
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2021 |
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2021-11-06 |
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2022-06-09T16:10:29Z |
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2022-11-06 2022-06-09T16:10:29Z |
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Villadiego Rincón, D.A., Rodríguez, A.A.C., Rodríguez, H.G., Robayo, A.d.R.P. (2021). Implementation of ICTs in a University Curriculum for the Development of Math and Critical Reading Skills During COVID-19 Pandemic. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2021 - Late Breaking Posters. HCII 2021. Communications in Computer and Information Science, vol 1499. Springer, Cham. https://doi.org/10.1007/978-3-030-90179-0_40 |
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1865-0929 |
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1865-0937 |
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Corporación Universidad de la Costa |
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Villadiego Rincón, D.A., Rodríguez, A.A.C., Rodríguez, H.G., Robayo, A.d.R.P. (2021). Implementation of ICTs in a University Curriculum for the Development of Math and Critical Reading Skills During COVID-19 Pandemic. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2021 - Late Breaking Posters. HCII 2021. Communications in Computer and Information Science, vol 1499. Springer, Cham. https://doi.org/10.1007/978-3-030-90179-0_40 1865-0929 10.1007/978-3-030-90179-0_40 1865-0937 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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1. Archived: Who Timeline-COVID-19.https://www.who.int/news/item/27-04-2020-who-timeline---covid-19. Accessed 15 Mar 2021 2. From COVID-19 learning disruption to recovery: A snapshot of UNESCO’s work in educa-tion 2020.https://en.unesco.org/news/covid-19-learning-disruption-recovery-snapshot-unescos-work-education-2020. Accessed 13 Mar 2021 3. El profesorado y las tecnologías en tiempos de confinamiento por la pandemia Covid-19.Creencias sobre actitudes, formación, competencia digital e importancia de las TIC eneducación.http://hdl.handle.net/10366/143691. Accessed 9 Mar 2021 4. Declaración mundial sobre la educación superior en el siglo XXI: visión y acción.https://www.iesalc.unesco.org/ess/index.php/ess3/issue/view/21. Accessed 14 Mar 2021 5. Hernández-Sánchez, I., Mata, K., Tovar, M., Ramírez J.: Variables organizacionales como pre-dictores de las conductas de ciudadanía en el ámbito universitario. In Creatividad e innovación: ejes de la economía naranja para el desarrollo sostenible. Colombia, Fundación Colombo Internacional (2018) 6. Martínez-Palmera, O., Combita-Niño, H., De La Hoz, E.: Mediación de los Objetos Virtuales de Aprendizaje en el Desarrollo de Competencias Matemáticas en Estudiantes de Ingeniería. Formación universitaria11(6), 63–74 (2018) 7. Gómez, D., Carranza, Y., Ramos, C.: revisión documental, una herramienta para el mejoramiento de las competencias de lectura y escritura en estudiantes universitarios. Revista Chakiñan de Ciencias Sociales y Humanidades1, 46–56 (2017) 8. Estándares básicos de competencias en Lenguaje, Matemáticas, Ciencias y Ciudadanas.https://www.mineducacion.gov.co/1621/article-340021.html. Accessed 13 Mar 2021 9. PISA: Marcos Teóricos de Pisa. [Versión electrónica], Instituto Nacional de Evaluación y Calidad del Sistema Educativo. Spain, Ministerio de Educación y Ciencia 10. Guía de orientación Saber 11° para instituciones educativas.http://www.icfes.gov.co.Accessed 15 Mar 2021 11. Shin, D., Shim, J.: Competencia del profesor de matemáticas percibidas por los estudiantes: asociaciones longitudinales con resultados de aprendizaje y elección de carrera universitaria. Ciencias de la Educación11(1), 18 (2021) 12. Nesenbergs, K., Abolins, V., Ormanis, J., Mednis, A.: Uso de la realidad virtual y aumentada en la educación superior remota: una revisión sistemática de paraguas. Educ. Sci.11, 8 (2021).https://doi.org/10.3390/educsci11010008 13. Moradi, M., Liu, L., Luchies, C., Patterson, M., Darban, B.: Enhancing teaching-learningeffectiveness by creating online interactive instructional modules for fundamental conceptsof physics and mathematics. Educ. Sci.8(3), 109 (2018) 14. Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M., Majumdar, R., Ogata, H.: Emergencyonline learning in low-resource settings: effective student engagement strategies. Educ. Sci.11(1), 24 (2020) 15. Sidpra, J., Gaier, C., Reddy, N., Kumar, N., Mirsky, D., Mankad, K.: Sustaining education inthe age of COVID-19: a survey of synchronous web platforms. Quant. Imaging Med. Surg.10, 1422 (2020) 16. Parra, M., Marambio, C., Ramírez, J., Suárez, D., Herrera, H.: Educational convergence withdigital technology: integrating a global society. In: Stephanidis, C., Antona, M., Ntoa, S.(eds.) HCII 2020. CCIS, vol. 1294, pp. 303–310. Springer, Cham (2020).https://doi.org/10.1007/978-3-030-60703-6_39 |
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Villadiego Rincón, Derlis AmintaCastellar Rodriguez, Alex AlbertoGamero Rodríguez, HaroldPineda Robayo, Adriana del Rosario2022-06-09T16:10:29Z2022-11-062022-06-09T16:10:29Z2021-11-06Villadiego Rincón, D.A., Rodríguez, A.A.C., Rodríguez, H.G., Robayo, A.d.R.P. (2021). Implementation of ICTs in a University Curriculum for the Development of Math and Critical Reading Skills During COVID-19 Pandemic. In: Stephanidis, C., Antona, M., Ntoa, S. (eds) HCI International 2021 - Late Breaking Posters. HCII 2021. Communications in Computer and Information Science, vol 1499. Springer, Cham. https://doi.org/10.1007/978-3-030-90179-0_401865-0929https://hdl.handle.net/11323/9231https://doi.org/10.1007/978-3-030-90179-0_4010.1007/978-3-030-90179-0_401865-0937Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/This research was developed to determine the effectiveness of usingICT as part of the curriculum of Colombian university students in the areas ofmathematics and critical reading during the COVID-19 pandemic. The UniversityAcademic Accompaniment Plan (AAP) was aimed at freshmen students whoseICFES test results were below the national average. The study’s approach wasquantitative, where two semesters were analyzed 2020-I and 2020-II consistingin 189 and 146 surveyed students, respectively. The SPSS version 22 statisticalprogram and the Academic Valuation Software were used, and results were param-eterized by two tests a pre-test and post-test. Mann Whitney’s U-test was appliedto contrast the two semesters, to analyze the effectiveness of each semester, theT-Student test was used for related samples and the Wilcoxon test in cases wherethere was no normality; finally, an exploratory factorial and reliability analysiswas carried out through the Cronbach’s alpha statistic to determine how relatedthe questionnaire questions were in terms of quality of service and methodolo-gies. According to the results of this study, it was found that the AAP in thetwo semesters managed to be statistically effective and the methodologies imple-mented for the approach and development of skills through ICT in both semestersresulted to be statistically significative, reliable, and adequate. These findings leadto the conclusion that the AAP in mathematics and critical reading was effectivefor skills development, through the working process in remote access during theCOVID-19 pandemic12 páginasapplication/pdfengSpringerGermanyAtribución 4.0 Internacional (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/embargoedAccesshttp://purl.org/coar/access_right/c_f1cfImplementation of icts in a university curriculum for the development of math and critical reading skills during Covid-19 pandemicArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionhttps://link.springer.com/chapter/10.1007/978-3-030-90179-0_40#citeasCommunications in Computer and Information Science1. Archived: Who Timeline-COVID-19.https://www.who.int/news/item/27-04-2020-who-timeline---covid-19. Accessed 15 Mar 20212. From COVID-19 learning disruption to recovery: A snapshot of UNESCO’s work in educa-tion 2020.https://en.unesco.org/news/covid-19-learning-disruption-recovery-snapshot-unescos-work-education-2020. Accessed 13 Mar 20213. El profesorado y las tecnologías en tiempos de confinamiento por la pandemia Covid-19.Creencias sobre actitudes, formación, competencia digital e importancia de las TIC eneducación.http://hdl.handle.net/10366/143691. Accessed 9 Mar 20214. Declaración mundial sobre la educación superior en el siglo XXI: visión y acción.https://www.iesalc.unesco.org/ess/index.php/ess3/issue/view/21. Accessed 14 Mar 20215. Hernández-Sánchez, I., Mata, K., Tovar, M., Ramírez J.: Variables organizacionales como pre-dictores de las conductas de ciudadanía en el ámbito universitario. In Creatividad e innovación: ejes de la economía naranja para el desarrollo sostenible. Colombia, Fundación Colombo Internacional (2018)6. Martínez-Palmera, O., Combita-Niño, H., De La Hoz, E.: Mediación de los Objetos Virtuales de Aprendizaje en el Desarrollo de Competencias Matemáticas en Estudiantes de Ingeniería. Formación universitaria11(6), 63–74 (2018)7. Gómez, D., Carranza, Y., Ramos, C.: revisión documental, una herramienta para el mejoramiento de las competencias de lectura y escritura en estudiantes universitarios. Revista Chakiñan de Ciencias Sociales y Humanidades1, 46–56 (2017)8. Estándares básicos de competencias en Lenguaje, Matemáticas, Ciencias y Ciudadanas.https://www.mineducacion.gov.co/1621/article-340021.html. Accessed 13 Mar 20219. PISA: Marcos Teóricos de Pisa. [Versión electrónica], Instituto Nacional de Evaluación y Calidad del Sistema Educativo. Spain, Ministerio de Educación y Ciencia10. Guía de orientación Saber 11° para instituciones educativas.http://www.icfes.gov.co.Accessed 15 Mar 202111. Shin, D., Shim, J.: Competencia del profesor de matemáticas percibidas por los estudiantes: asociaciones longitudinales con resultados de aprendizaje y elección de carrera universitaria. Ciencias de la Educación11(1), 18 (2021)12. Nesenbergs, K., Abolins, V., Ormanis, J., Mednis, A.: Uso de la realidad virtual y aumentada en la educación superior remota: una revisión sistemática de paraguas. Educ. Sci.11, 8 (2021).https://doi.org/10.3390/educsci1101000813. Moradi, M., Liu, L., Luchies, C., Patterson, M., Darban, B.: Enhancing teaching-learningeffectiveness by creating online interactive instructional modules for fundamental conceptsof physics and mathematics. Educ. Sci.8(3), 109 (2018)14. Abou-Khalil, V., Helou, S., Khalifé, E., Chen, M., Majumdar, R., Ogata, H.: Emergencyonline learning in low-resource settings: effective student engagement strategies. Educ. Sci.11(1), 24 (2020)15. Sidpra, J., Gaier, C., Reddy, N., Kumar, N., Mirsky, D., Mankad, K.: Sustaining education inthe age of COVID-19: a survey of synchronous web platforms. Quant. Imaging Med. Surg.10, 1422 (2020)16. Parra, M., Marambio, C., Ramírez, J., Suárez, D., Herrera, H.: Educational convergence withdigital technology: integrating a global society. In: Stephanidis, C., Antona, M., Ntoa, S.(eds.) HCII 2020. CCIS, vol. 1294, pp. 303–310. 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